AILY  LESSON 


FIRST  YEAR 


The 


HERVEY  AND  HIX 


LO  NO  MANS    GREEN   da  CO. 


IIWBIIH 


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T/e 


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Clje  Horace  Q^ann  KeaDetis 


DAILY  LESSON  PLANS 

A  TEACHER'S  MANUAL 

FIRST   YEAR 

BY 

WALTER   L.   HERVEY,   Ph.D. 

MEMBER  OF  THE  BOARD  OF  EXAMINERS,  DEPARTMENT  OF 

EDUCATION,  NEW  YORK  CITY,  FORMERLY  PRESIDENT 

OF  TEACHERS  COLLEGE 

AND 

MELVIN   HIX,  B.S. 

PRINCIPAL   OF   PUBLIC   SCHOOL   NO.    80,   LONG   ISLAND   CITY, 
NEW  YORK   CITY 

ATJTHOK   OF    "once   UPON   A   TIME   STORIES,"    "a    BRIEF   OUTLINE   OP 
BOOKS    I   HAVE   BEAD,"    "APPROVED    SELECTIONS,"    ETC. 


LONGMANS,    GREEN    AND    CO. 

FOURTH  AVENUE  &  30TH  STREET,  NEW  YORK 

PRAIRIE  AVENUE  &  25TH  STREET,  CHICAGO 

JAM  1917 


COPYRIGHT,     1912,     BY 
LONGMANS,   GREEN,   AND   CO. 


First  Edition,  August,  igi2 
Reprinted,  September,  1913 
Reprinted  December,  1915 


CONTENTS 


Foreword 


Page 


PART  I  — NOTES  ON   METHOD 


Methods  of  Teaching  Reading 

The  Quest  of  a  Good  Method xi     '^l 

One-sided  Methods xii    /  ■>-- 

Methods  must  be  Supplementary '^X    '  "^ 

The  Supreme  Test  of  a  Good  Method xvii   '1. 

The  Problem  Method xviii  /  H 

Teaching  Points 

Ways  of  Approach '"^ 

Labeling ™   ^' 

Incidental  Reading '^'^I  ''  ^ 

Reading  by  Position ^^}\   ^  *' 

Silent  Reading ^^}^   *" 

Reading  from  the  Blackboard xxiv   ^  '^ 

Blackboard  Reviews xxv^«^ 

Dramatizing '^^    ** 

Expression '"'X 

Phrasing ^'^\ 

Organization ' '"^.^    " 

"Let  Thought  Lead" ^^^    • 

Context  Reading ^™^ 

Hard  Words xxx      '  ^ 

Habit  and  Drill ^'^'^'^    ^^ 

Drills  and  Devices  for  Thought  Reading 

Silent  Reading  and  Doing '^^"^ 

Silent  Reading  followed  by  Questions  —  by  Story  Telling  — by 

-    Oral  Reading ^'^^^^  ^  "^ 

Devices  for  Word  Drills 

Word  Cards  —  Boxing  —  The  Ladder  Drill xxxvii    -i  1 

The  Steps  Drill  —  The  Stepping  Stones  Drill  —  The  Clock  Drill 

—  Taking  the  Fort  —  Catching  Fish  —  The  Basket  Drill     .      .  xxxvm  ^^ 

The  Box  Drill  —  The  Balloon  Drill  —  Post  Office xxxix  '^.  ^ 

[V] 


Directions  for  Using  Cards  Page 

For  Rapid  Word  Drill  or  Flash  Reading xxxix 

For  Rapid  Sentence  Drills xxxix 

Phonics 

Ear  Training xli 

Enunciation xlii 

Breaking  Habits  of  Faulty  Pronunciation- xliii 

Causes  of  Faulty  Enunciation xliv 

Retarding  Forces  in  the  Environment xlv 

The  Teacher's  Study  of  Phonics xlvii 

Table  of  Consonant  Elements xlviii 

Grouping xlviii 

Words  in  Words xlix 

Informal  Phonics xlix 

Formal  Phonics lii 

Habit  of  Attack Iv 

Objections  Answered Ivi 

English  not  so  Unphonetic  after  all Ivii 

Adult-made  Difficulties Iviii 

Psychological  Argument lix 

Diacritical  Marks Ixi 

Spelhng Ixii 

Phonogram  Cards      .      .      .^ Ixiii 

Supplementary  Reading Ixiv 

The  Group  System Ixxii 

PART   n  —  DAILY   LESSON  PLANS  —  THE   PRIMER 

Introductory  Lessons,  I-VII 3 

Lessons  1-78 19 

PART   III  — DAILY    LESSON   PLANS  —  THE   FIRST   READER 

Lessons  1-63 159 

Phonic  Elements 243 

Index •  245 


tVI] 


FOREWORD 

The  teaching  of  primary  reading  is  a  highly  complex  and 
technical  process.  It  involves  many  operations  that  must  be 
carried  on  in  due  co-ordination.  It  should  call  into  play  the  various 
levels  of  self-activity  from  the  highest  in  constructive  thinking  to 
the  lowest  in  habit,  and  in  such  a  way  that  thought  shall  not  usurp 
the  place  of  habit  nor  habit  the  place  of  thought. 

But  this  complex  and  technical  process  is  as  a  rule  carried  on 
under  difficulties:  primary  classes  are  usually  very  large;  the 
demands  upon  the  teachers  are  very  great;  the  continuity  of  the 
work  is  often  broken,  through  transfer,  illness,  resignation,  or  a 
score  of  other  circumstances;  the  unity  and  economy  which  should 
be  effected  and  maintained  by  supervision  are,  for  a  variety  of 
reasons  which  need  not  be  stated  here,  too  often  lacking.  As  a 
result  of  these  conditions  there  has  come  to  be  a  widespread,  insist- 
ent, and  increasing  demand  for  definite  and  reliable  teaching  plans 
such  as  are  presented  in  this  Manual.  And  this  demand  has  come 
not  only  from  the  teachers  themselves,  but  from  their  principals 
and  supervisors,  and,  notably,  from  those  teachers  and  supervisors 
who  believe  most  firmly  in  originality  and  adjustment  and  not 
at  all  in  "cast  iron"-  methods. 

And  so  it  has  come  about  that  the  editors  of  the  Horace  Mann 
Readers,  while  holding  with  conviction  to  the  principle  that  the 
self-activity  of  the  teacher  must  be  respected  and  developed,  have 
prepared  a  set  of  daily  lesson  plans.  And  they  have  done  this  not 
as  a  mere  concession  to  a  demand,  but  with  a  growing  conviction 
that  there  is  a  higher  requirement  than  the  self-activity  of  the 
teacher  —  and  that  is  the  self-activity  of  the  children  and  the 
efficiency  which  results  from  its  wise  direction;    and  that  such 

vii 


efficiency  will  most  surely  be  attained,  not  through  the  undirected 
or  misdirected  originality  of  unsupervised  or  ill-supervised 
teachers,  but  through  the  use  of  a  definitely  organized  plan  of 
work  to  be  faithfully  followed,  at  first  implicitly,  and  then  with 
such  adjustments,  modifications,  and  improvements  as  the 
teacher's  enlightened  originality  may  suggest.  For  most  teachers, 
and  indeed  for  people  generally,  originality  is  a  modified  imita- 
tion; and  the  best  way  to  be  original  is  not  to  start  from 
nothing,  but  to  stand  on  the  shoulders  of  another's  plan. 

The  Manual  consists  of  three  parts.  Part  I  contains  a  brief 
statement  of  principles,  a  running  comment  on  methods  of  teach- 
ing reading,  and  a  summary  of  suggestions  for  phonic  work  and 
drill,  together  with  cautions  derived  from  a  somewhat  wide  ex- 
perience. Part  II  contains  daily  lesson  plans  for  the  first  half 
year  to  accompany  the  Horace  Mann  Primer.  Part  III  contains 
similar  plans  for  the  second  half  year  to  accompany  the  Horace 
Mann  First  Reader.  These  plans  aim  to  tell  the  teacher  just  what 
to  do  —  in  word  and  thought  development,  dramatizing,  black- 
board work,  silent  and  oral  reading,  ear  training,  enunciation, 
phonics,  drills,  and  seat  work.  They  are  the  product  of  actual 
successful  classroom  experience,  in  various  schools,  with  various 
kinds  of  children.  Some  of  the  suggestions  are  new  and  after 
testing  have  been  found  valuable.  Particular  attention  is  invited 
to  the  applications  of  the  problem  method,  to  the  position  taken 
with  regard  to  habit  formation,  and  to  the  entire  treatment,  both 
in  theory  and  in  practice,  of  the  subject  of  phonics. 

What  the  authors  of  this  Manual  have  tried  to  do  is  to  make  a 
book  of  which  a  school  superintendent  or  a  school  principal  may 
say  with  confidence  to  his  or  her  teachers:  "This  book  will  be 
useful  to  you.  It  is  founded  on  sound  educational  principles. 
It  deals  with  important  problems  in  a  constructive  way.  It  is 
full  of  practical  suggestions,  —  regarding  blackboard  lessons, 
stories,  games,  word  lists,  word  problems,  varied  drills,  exercises 
in  ear  training  and  in  the  curing  of  speech  defects,  —  all  of  which 
have  been  woven  together  into  lesson  wholes  and  adapted  to  class- 

viii 


room  conditions.  These  lesson  plans  must  have  cost  the  editors 
a  good  deal  of  time  and  pains  to  prepare;  they  will  save  your  time 
correspondingly.  Follow  the  directions  implicitly  day  by  day. 
Then  improve  upon  them  wherever  you  can." 

The  reports  from  teachers  using  these  plans  are  highly  gratify- 
ing. The  results  attained  have  been  remarkable  both  in  amount 
and  in  quality.  Not  only  have  the  children  learned  to  read  a 
considerable  quantity  of  literature  independently  and  with  ex- 
pression, but  they  have  formed  habits  of  attack  that  will  be  of  use 
to  them  throughout  their  lives. 

The  sincere  acknowledgments  of  the  editors  are  due  to  the 
many  teachers,  principals,  and  school  superintendents  whose 
constructive  criticisms  and  suggestions  have  been  freely  offered 
and  as  freely  used.  The  editors  are  under  peculiar  obligation  to 
certain  principals  and  teachers  whose  original  experiments  and 
discoveries  have  been  freely  placed  at  the  service  of  whoever 
uses  this  book. 


IX 


In  order  to  follow  Parts  II  and  III  successfully, 
it  is  not  necessary  to  have  read  Part  I  before- 
hand. Teachers  may,  therefore,  begin  at  once  with 
the  Daily  Lesson  Plans,  referring  to  the  discus- 
sions in  Part  I  from  time  to  time  for  help  in 
solving  practical  problems  as  they  arise. 


DAILY    LESSON    PLANS 
FIRST   YEAR 

PART    I  — NOTES    ON    METHOD 

METHODS   OF   TEACHING   READING 

The  Quest  of  a  Good  Method.  The  final  best  method  of 
teaching  reading  has  probably  not  been  —  probably  never 
will  be  —  found ;  but  it  is  well  worth  searching  for.  The 
fact  that  "method"  succeeds  "method"  so  rapidly  is  evi- 
dence that  current  methods  are  not  wholly  satisfactory.  A 
high  authority  of  international  reputation  has  gone  so  far  as 
to  assert  that  "there  is  no  other  subject  in  which  the  results 
have  been  so  unsatisfactory  as  in  reading,  considering  the 
amount  of  time  devoted  to  it  in  school.  .  .  .  Tested  by  the 
power  of  their  pupils  as  a  whole  to  read  well  aloud,  or  to 
read  well  silently,  the  work  of  the  schools  has  been  a  lamen- 
table failure."  (James  L.  Hughes  in  Teaching  to  Read, 
page  vii.)  The  statement  as  it  stands  is  doubtless  extreme, 
but  that  it  is  at  least  founded  on  fact  cannot  be  seriously 
questioned  by  anyone  who  has  widely  observed  either  the 
processes  or  the  results  in  this  field.  It  may  be  confidently 
asserted  that  no  one  can  visit  a  large  number  of  reading 
classes,  or  observe  the  graduates  of  our  schools  wrestling 
in  unequal  combat  with  passages  of  English  presenting 
only  ordinary  difficulties,  without  feeling  that  our  methods 

xi 


and  results  in  English  teaching  are,  to  say  the  least,  not 
ideal,  that  there  may,  indeed,  be  room  for  improvement, 
and  that,  to  tell  the  truth,  there  is  a  very  considerable  gap 
between  that  which  is  and  that  which  might  reasonably 
be  demanded. 

When  results  are  at  fault,  there  being  no  question  as  to 
the  devotion  or  the  enthusiasm  of  teachers  and  no  choice 
but  to  take  pupils  as  we  find  them,  the  only  place  to  apply 
the  remedy  is  in  the  methods  of  teaching.  And  that  the 
remedy  can  be  successfully  applied  at  this  point  is  attested 
by  the  very  remarkable  results  which  have  been  attained, 
with  average  teachers  and  with  children  of  only  mediocre 
ability,  by  the  use  of  the  methods  laid  down  in  this 
Manual. 

One-sided  Methods.  Speaking  of  the  prevalence  of 
methods  emphasizing  a  single  idea,  Professor  Henry 
Suzzallo  writes  in  the  Teachers'  College  Record  of  March, 
1911  (page  21) :  "In  spite  of  the  fact  that  the  majority  of 
elementary  teachers  keep  reasonably  sane  on  the  problem 
of  method  in  teaching,  it  must  be  admitted  that  a  consider- 
able proportion  of  teachers  are  inclined  to  be  attracted  by 
systems  of  method  that  greatly  over-emphasize  a  single 
element  of  procedure."  Professor  Suzzallo  is  writing  of 
arithmetic,  and  of  such  passing  fads  as  the  "Grube,"  the 
"ratio,"  and  the  "measuring"  methods.  But  what  he 
says  is  applicable  with  equal  force  to  various  current 
"methods"  of  teaching  reading,  many  of  which  "greatly 
over-emphasize  a  single  element  of  procedure." 

With  Professor  Suzzallo  we  believe  that  "the  one- 
method  system  of  teaching  will  soon  belong  to  the  past," 

xii 


and  that  ^^not  one  method  hut  many  are  necessary,  for 
methods  are  supplementary  rather  than  competitive.'^  The 
trouble  with  one-sided  methods  is  that  the  over-working  of 
any  device  or  method,  however  good,  means  the  under- 
working of  some  other  device  or  method  equally  good.  The 
children  thus  taught  are  apt  to  be  weak  in  some  particular 
where  they  should  be  strong,  and  to  go  "limping"  through 
the  grades.  Examine  the  classes  in  any  school  and  you 
are  likely  to  find  some  "hmping"  children;  examine  the 
classes  of  some  schools  and  you  may  find  all  the  children 
"limping,"  and  that  in  the  same  way. 

For  example,  there  are  entire  schools  in  which  phonics 
are  neglected  and  where  the  children  fumble  at  new  words 
as  before  so  many  closed  doors,  to  which  they  have  neither 
the  keys  nor  the  knowledge  of  how  to  apply  keys  if  they 
had  them. 

There  are  other  schools  in  which  phonic  work  is  cultivated 
at  the  expense  of  other  kinds  of  work  that  are  at  least 
equally  important.  Here  the  children  become  wonder- 
fully expert  at  calling  words,  but  they  are  woefully  lacking 
in  expression  and  in  the  power  to  get  the  sense  of  what 
they  are  supposed  to  be  reading. 

In  still  other  schools,  methods  that  are  good  in  the  early 
stages  are  carried  too  far,  with  the  result  of  retardation 
and  arrest. 

So  true  is  it,  indeed,  that  methods  must  be  used  not  in 
competition,  but  in  conjunction,  that  one  might  as  well 
try  to  use  the  right-leg  method  in  walking,  or  the  one-blade 
method  of  cutting  with  the  shears,  or  try  to  choose  between 
the  body  method  and  the  spirit  method  of  living  in  the 

xiii 


world,  as  try  to  teach  reading  by  any  one-sided  method 
whatever. 

For  reading  is  a  two-sided  affair,  at  the  very  least:  it 
has  to  do  with  the  forms  of  words  and  with  the  meanings 
behind  the  forms.  So  intimately  involved  are  these  ele- 
ments that  each  helps  the  other,  and  neither  can  get  along 
alone.  Thought  sharpens  the  intelligence,  warms  up  the 
interest,  and  quickens  the  memory  for  form;  the  mastery 
of  form  gives  free  course  to  thought. 

Methods  must  be  Supplementary.  A  few  examples  will 
make  this  clear.  Some  of  the  most  widely  used  methods 
of  teaching  reading  greatly  emphasize  drill.  Their  chief 
aim  is  ready  recognition.  Their  chief  dependence  is  on 
repetition.  What  they  seek  is  a  comparatively  low  result, 
mere  mechanical  memory  standing  low  in  the  list  of  mental 
powers.  And  though  they  do  unquestionably  attain  what 
they  seek,  it  is  at  a  sacrifice  of  time  and  of  power.  Drill 
is  undoubtedly  important,  but  its  true  place  is  always  a 
subordinate  one.  Any  method  whose  main  dependence 
is  on  drill  is  a  one-sided  method;  not  only  that,  but  its 
over-emphasis  is  on  the  wrong  side.  (This  topic  is  further 
treated  in  the  section  on  Drill.) 

Again,  a  very  good  method  for  the  very  beginning  is 
that  which  is  sometimes  called  the  jingle  method. 
The  children  learn  by  heart  a  nursery  rhyme,  follow  the 
words  one  by  one  on  a  chart  and  in  a  book,  and  thus 
learn  them  by  position.  This  method  obeys  the  maxims 
of  ''One  difficulty  at  a  time,"  "Step  by  step,"  and  "Be 
independent."  The  words  and  the  sense  of  the  passage 
being  familiar,   the  task  of  the  pupil  narrows  down  to 

xiv 


keeping  the  place,  matching  words,  and,  in  case  of  doubt, 
referring  to  the  original  rhyme. 

But  this  good  method  has  its  limits;  the  activities  in- 
volved are  relatively  mechanical,  they  do  not  rise  much 
higher  than  the  plane  of  perception:  they  do  not  carry 
the  children  very  far  on  the  road  toward  independent  and 
intelligent  reading. 

Another  method  of  teaching  to  read  places  its  chief 
dependence  on  the  vitalizing  power  of  thought.  The 
words  of  the  lesson  are  introduced  in  connection  with  a 
story,  or  an  object,  or  a  picture,  or  a  game,  or  a  dramati- 
zation, or  some  other  activity,  and  so  become  vividly 
impressed  and  vitally  assimilated  as  wholes  —  as  "sight 
words." 

Story  telling,  dramatization,  conversation,  and  all  other 
activities  designed  to  give  the  reading  lesson  a  background 
and  a  setting  of  experiences  and  interests  are  indispensable 
for  the  uses  named.  \By  such  means  the  reading  lesson  is 
linked  with  life  and  all  the  processes  in  it  are  quickened 
into  vitality. 

But  nothing  has  been  more  clearly  established  by  ex- 
perience than  that  the  "sight  word  method"  by  itself  is 
wasteful  and  ineffective.  No  story  background,  however 
vivid  and  real,  can  serve  as  the  main  means  of  teaching 
new  words. 

Experience  has  also  proved  that  nothing  is  easier  than 
to  overdo  the  matter  of  story  telling  and  objectification. 
The  teacher  is  often  more  active  in  such  exercises  than  the 
pupils:  time  spent  in  listening  to  a  story  or  in  playing  a 
game  is  time  not  spent  in  reading;  and  if  unnecessarily  so 

XV 


spent,  it  is  time  wasted.  It  often  happens  that  the  children 
do  not  need  to  be  thus  quickened  for  their  work:  they  are 
ah'eady  keen  to  read.  What  they  get  from  their  reading 
will  be  story  enough  for  them.  In  such  cases  the  word 
should  be,  "Go  ahead."  Give  them  work  that  they  can 
do;  let  them  feel  the  consciousness  of  power,  of  powers 
being  developed  by  activity;  let  them  do  the  work  instead 
of  making  them  passive  (relatively  passive)  recipients;  let 
them  learn  to  read  by  readmg.  The  result  will  be  sur- 
prising to  anyone  who  has  not  observed  or  tried  both  plans. 
These  cautions  relate,  be  it  remembered,  to  the  overdoing 
of  this  method;  within  proper  hmits  and  duly  supple- 
mented,  it  is   of  high  importance. 

Again,  there  is  the  'phonic  method.  Here  the  words  are 
regarded  as  being  composed  of  phonic  elements,  each  of 
which  stands  for  a  certain  sound  or  group  of  sounds;  the 
powers  and  sounds  of  these  elements  are  taught,  and  at 
the  same  time  the  action  of  the  organs  of  articulation  is 
shown  and  practiced.  Moreover,  by  this  method  words 
are  grouped  according  to  phonic  laws,  so  that  the  law, 
once  learned,  can  be  applied  to  a  multitude  of  cases  and 
the  process  of  learning  to  read  greatly  simplified. 

What  place  may  we  justly  assign  to  such  phonic  exercises 
in  a  complete  method  of  teaching  children  to  read?  Clearly 
a  limited  place;  for  phonic  exercises  have  nothing  to  do 
with  the  sense  of  what  is  read;  they  rather  lead  the  at- 
tention for  the  time  being  away  from  the  sense  of  the 
words  and  focus  it  upon  their  form.  Obviously,  then, 
phonic  work  must  be  supplementary  to  other  work.  It 
should   always   be   subordinate    to    getting   the   thought. 

xvi 


Never  should  a  reading  lesson  be  constructed  pilmarily 
on  a  phonic  basis  instead  of  primarily  on  a  thought 
basis. 

But  within  its  proper  limits  phonic  work  has  an  abso- 
lutely indispensable  function  to  perform.  This  function 
is  nothing  less  than  to  give  to  each  child  a  master  key 
wherewith  to  unlock  for  himself  the  thousand  doors  of 
the  treasure  house  of  reading.  If  this  be  true  (and  there 
are  ample  proofs),  if  there  is  a  master  key  to  independent 
reading,  and  if  phonics  is  that  key,  it  is  of  the  utmost 
importance  that  the  children  be  placed  in  possession  of  it. 
The  system  of  phonics  in  this  book  has  been  carefully 
worked  out  and  searchingly  tested  with  this  end  in  view. 
A  description  and  discussion  of  the  method  as  a  whole 
will  be  found  a  few  pages  further  on,  and  the  detailed 
directions  for  its  application  day  by  day  will  be  found  in 
the  Daily  Lesson  Plans. 

The  Supreme  Test  of  a  Good  Method.  Methods,  we 
have  seen,  must  be  supplementary;  but  this  does  not 
mean  that  a  complete  and  efficient  method  of  teaching  a 
given  subject  is  a  mere  composite  of  useful  devices.  A 
complete,  as  distinguished  from  a  partial,  method  of 
teaching  a  subject  is  an  organized  set  of  procedures  adapted 
to  an  end  and  fully  covering  the  ground.  That  which 
distinguishes  a  method  in  the  true  sense  of  the  word  from 
a  mere  collection  of  devices  is  the  element  of  organization. 
Organization  simply  means  that  each  process  is  adapted  to 
its  purpose,  that  all  the  processes  work  together,  each  in 
its  own  time  and  place,  and  that  all  together  lead  to  the 
end  in  view.     This  end  may  always  be  stated  in  terms  of 

xvii 


the  seK-acth4ty  of  the  pupil  upon  the  subject  in  hand. 
Every  method  may  and  should  be  judged  according  to 
its  success  in  exercising  and  developing  the  pupils'  self- 
acti\ity  in  ways  appropriate  to  the  subject.  The  law  of 
self-activity  is  fundamental  in  all  mental  life  and  it  is 
fundamental  in  teaching.  Xo  method  of  teaching  that 
does  not  fully  pro\'ide  for  its  exercise  can  be  a  highly  effec- 
tive method.  This  is  a  supreme  and  universal  test.  As 
Inspector  Hughes  remarks  (Teaching  to  Read,  page  29): 
"The  teacher  can  find  no  other  test  to  decide  the  real 
value  of  her  teaching  in  any  subject  that  is  so  simple  and 
so  definitely  accurate  as  the  question,  Am  I  allowing  my 
pupils  the  fullest  opportunities  for  independent  activity, 
which  is  the  only  real  self-acti\'ity?  .  .  .  Every  time  a 
teacher  finds  a  way  to  reach  a  definite  result  by  less  work 
on  her  part  and  more  \'ital  work  on  the  part  of  the  pupils 
she  has  taken  a  step  in  the  path  of  true  progress.  The 
child's  real  growth  must  be  the  result  of  self-activity,  his 
independent  effort  to  solve  his  own  problems."  With  self- 
acti\'ity  as  an  organizing  principle,  no  method,  however 
numerous  and  varied  its  processes,  can  be  called  merely 
eclectic. 

The  Problem  Method.  Among  all  the  varied  processes 
set  forth  in  the  Daily  Lesson  Plans  there  is  not  one  which 
is  not  intended  to  meet  the  test  just  referred  to;  viz.,  that 
of  exercising  the  pupils'  self -activity  in  ways  appropriate  to 
the  subject  of  reading.  There  is  one  process  or  "method" 
which,  it  is  beheved,  does  this  in  a  pre-eminent  degree. 
It  has  been  called  the  Problem  Method. 

The  Problem  Method  is  the  typical  application  of  the 

xviii 


law  of  self-activity  in  teaching.  It  can  be  used  with  any 
of  the  so-called  ■"methods''  and  is  apphcable  to  every 
subject,  to  reading  as  well  as  to  arithmetic.  It  consists 
simply  in  treating  that  which  is  to  be  learned  as  a  problem 
to  be  solved.  Suppose,  for  example,  a  new  word  is  to  be 
met  with  in  the  reading  lesson.  Several  courses  are  open 
to  the  teacher:  to  tell  the  word  outright:  to  tell  it  in  con- 
nection with  a  story:  or  not  to  tell  it  at  all.  but  to  set  it 
(^or  let  the  children  find  it)  as  a  problem,  the  teacher  merely 
providing  materials  to  work  -^ith  and  letting  the  children 
find  out  what  it  is  for  themselves.  The  last-named  way 
often  gives  the  best  results.  It  is  a  commonplace  of  teach- 
ing that  what  we  learn  ourselves  is  better  learned  than  what 
we  are  merely  told:  motivation  is  stronger,  interest 
keener,  memory  more  active,  the  power  of  independent 
attack  on  future  problems  more  highly  developed. 

But  just  as  there  are  lower  and  higher  forms  of  self- 
acl:i^"ity,  so  there  are  higher  problems  and  lower  problems. 
A  phonogram  displayed  on  a  card  is  a  problem  no  less 
than  a  problem  of  the  form.  '"If  this  word  is  chick  and 
this  word  is  deer,  what  is  this  [c/?€(?r]'?"  The  one  is  a 
problem  in  rccogjiition,  the  other  a  problem  in  cojistruction ; 
the  latter  involving  the  liigher  form  of  self-activity.  It 
is  a  universal  principle  that  the  higher  the  form  of  seK- 
activity  involved,  the  more  educative  the  exercise.  Hence 
problems  should  so  far  as  possible  be  constructive  problems 
rather  than  recognition  problems.  It  is  for  this  reason 
that  in  this  ]\Ianual  problems  are  largely  of  the  constructive 
sort. 


XIX 


TEACHING   POINTS 

Ways  of  Approach.  For  purposes  of  motivation,  interest, 
and  knowledge  there  is  no  single  best  way  of  approaching 
a  reading  lesson.  The  way  of  approach  should  be  adapted 
to  the  character  of  the  lesson  and  the  needs  of  the  class. 
The  resourceful  teacher  will  have  many  ways  at  command 
and  will  know  which  will  suit  the  case  in  hand.  Some- 
times it  will  be  best  to  tell  a  story  introducing  the  characters 
and  the  vocabulary  of  the  reading  lesson;  often  the  story 
may  be  very  short,  a  mere  sketch,  or  perhaps  only  a  refer- 
ence to  a  story  already  familiar.  Sometimes  the  reading 
lesson  will  grow  naturally  out  of  some  activity  in  which  the 
children  have  been  engaged  —  singing,  gymnastic  exercises, 
games,  dramatizing,  constructive  work.  Sometimes  it  may 
be  based  on  a  rhyme,  either  one  already  familiar  or  one 
learned  for  the  occasion.  Often  the  study  of  a  picture 
will  be  the  best  introduction  to  the  reading  of  the  text. 
And  there  are  plenty  of  lessons  in  which  the  thought  and 
the  language  are  of  such  a  nature  that  the  best  way  to 
begin  to  read  is  to  begin,  without  any  previous  special 
preparation;  in  such  cases  it  would  be  wasteful  to  spend 
time  in  elaborate  story  telling  or  in  any  other  activity 
except  reading. 

The  essential  points  to  make  sure  of  in  choosing  and 
using  these  ways  are  these: 

See  that  the  children  have  sufficient  motivation;  that 
they  know  the  words  beforehand,  at  least  reasonably  well; 
that  the  lesson  is  rooted  in  their  experience  and  is  related 

XX 


to  their  interests;  and  at  the  same  time  that  the  prepara- 
tion does  not  "give  away"  too  much  of  the  lesson,  but 
rather  quickens  curiosity  regarding  it,  so  that  the  read- 
ing may  be  "reading  to  learn"  and  not  mere  "learning 
to  read." 

The  various  ways  of  accomplishing  this  result  are  illus- 
trated and  full  directions  are  given  in  the  Daily  Lesson 
Plans. 

Labeling.  In  the  early  stages  of  the  work  one  of  the 
most  useful  devices  is  that  of  labeling.  The  labeled  object 
or  picture  should  be  placed  in  some  part  of  the  room  where 
it  will  be  sure  to  attract  the  attention  of  every  child.  This 
should  be  done  while  the  children  are  out  of  the  room. 
The  reason  for  this  is  that  it  will  arouse  the  child's  curiosity 
and  attract  his  attention  so  that  each  time  he  enters  the 
room  he  will  be  looking  about  for  some  new  object  with 
its  label.  In  order  to  maintain  this  interest  the  labeled 
objects  or  pictures  should  be  placed  at  irregular  intervals 
of  time.  Once  or  twice  at  first  the  teacher  should  call 
attention  to  the  objects  or  pictures  and  their  labels.  After 
that,  nothing  should  be  said  about  them,  unless  the  chil- 
dren take  the  initiative,  until  they  have  been  upon  the 
walls  two  or  three  days. 

The  teacher  then  should  take  a  brief  period,  call  atten- 
tion to  those  which  are  then  displayed,  and  hold  a  short 
conversation  or  lesson  upon  them.  At  the  next  convenient 
opportunity,  when  the  children  are  out  of  the  room,  the 
objects  or  pictures  should  be  removed,  leaving  the  labels 
in  position.  These  should  again  be  gone  over  in  a  short 
lesson.     Next,   those   which    have    become    fixed  in    the 

xxi 


minds  of  the  children  should  be  placed  in  some  other  part 
of  the  room,  the  object  being  to  break  up  merely  local 
associations. 

After  it  is  found  that  these  words  have  been  fixed  in  the 
minds  of  the  children,  they  should  be  taken  down  and  in- 
cluded among  those  used  in  the  rapid  word  drill  and  in 
sentence  making. 

This  device,  if  properly  used,  is  very  effective  in  pro- 
ducing the  proper  association  between  the  word  and  the 
object.  Also,  it  is  a  time-saving  device.  It  is  of  course 
applicable  chiefly  to  nouns,  but  it  may  also  sometimes  be 
used  with  verbs  and  adjectives;  for  example  —  a  picture 
of  a  hen  may  be  labeled  "a  hen";  then  "a  black  hen"; 
then  "a  big  black  hen." 

Incidental  Reading.  The  teacher  tells  a  story  or  engages 
the  children  in  conversation  about  a  picture  or  something 
they  have  been  doing.  In  the  course  of  the  story  or  the 
talk  the  teacher  turns  to  the  board  from  time  to  time  and 
writes  or  prints  clearly  words  and  phrases  or  sentences. 
She  may  do  this  in  such  a  way  as  not  to  break  the  continuity 
at  the  time,  and  indeed  in  such  a  way  as  not  to  seem  to  be 
trying  to  teach.  There  need  be  no  anxiety  that  the  children 
will  not  notice  what  is  written :  that  which  enters  the  mind 
by  the  side  door,  casually,  often  finds  readier  access  than 
that  which  didactically  demands  admission  by  the  front 
entrance. 

As  the  expressions  thus  written  recur  in  the  conversation 
the  teacher  refers  to  them  on  the  board.  Soon  the  children 
will  have  an  impulse  to  think  and  say  them  themselves. 
The  teacher  allows  them  to  do  this,  pointing  to  the  words 

xxii 


as  they  are  needed  in  the  narrative  and  allowing  the  children 
to  supply  them.  This  is  one  of  the  easiest  ways  of  learning. 
Everything  points  to  those  written  characters  now  desig- 
nated by  the  teacher  as  being  the  word  or  words  called  for 
by  the  narrative.  The  act  of  saying  the  word  may  not 
be  in  the  strictest  sense  reading,  but  if  it  is  no  more  than 
applying  the  word  called  for  by  the  sense,  while  looking 
at  the  symbol,  it  helps  to  form  that  fivefold  association 
between  the  sight,  the  speaking,  the  sound,  the  symbol, 
and  the  idea  which  is  involved  in  the  reading  process. 

Reading  by  Position.  A  similar  form  of  half  reading 
and  half  repeating  by  rote  is  to  look  at  the  words  of  a 
familiar  rhyme  while  repeating  it.  Some  words  of  the 
rhyme  grow  familiar  during  this  process;  this  throws  the 
unfamiliar  words  into  relief,  and  they  too  are  in  a  way  to 
be  learned.  The  work  is  continued  by  finding,  pointing, 
underlining,  erasing,  matching.  This  learning  by  position 
has  its  dangers.  It  is  easy  for  the  children  to  fall  into  the 
way  of  repeating  the  familiar  words  while  looking  at  the 
page  in  general,  no  sight  association  being  established 
whatever.  The  ways  of  avoiding  this  danger  have  been 
indicated  in  the  lesson  plans. 

Silent  Reading.  Since  reading  is  a  complex  operation 
consisting  of  word  recognition,  thought  recognition,  and 
thought  expression,  it  is  well  to  simplify  it  for  beginners. 
This  can  readily  be  done  by  a  process  of  elimination.  We 
may,  for  example,  eliminate  the  element  of  thought  recog- 
nition by  having  the  children  read  something  with  which 
they  are  already  familiar.  We  may  eliminate  the  element 
of  word  recognition,  as  in  reading  by  position.     Or  we  may 

xxiii 


eliminate  the  element  of  thought  expression,  and  this  is  more 
important  than  either  of  the  other  ways.  This  is  accom- 
plished through  silent  reading,  in  which  the  children 
recognize  the  word  and  get  the  thought,  without  being  put 
to  the  very  considerable  trouble  of  expressing  the  thought 
definitely  with  proper  emphasis,  inflection,  and  phrasing. 
The  means  employed  are  various,  all  being  alike  in  that 
they  provide  a  sure  test  of  having  grasped  the  thought. 
A  typical  case  is  the  writing  on  the  blackboard  of  commands 
to  be  read  and  obeyed  by  the  children,  the  proof  of  under- 
standing being  not  words,  but  deeds.  In  the  early  stages 
silent  reading  should  usually  precede  oral  reading,  at  least 
until  the  children  can  read  at  sight.  In  more  advanced 
work  it  takes  the  form  of  reading  to  get  the  gist,  the  point, 
the  story. 

Abundant  material  for  silent  reading  is  supplied  in 
Parts  II  and  III  of  this  Manual. 

Reading  from  the  Blackboard.  When  the  reading  lesson 
is  based  on  a  picture,  an  experience,  or  a  story,  questions 
may  be  asked  by  the  teacher  for  the  purpose  of  bringing 
out  into  bold  relief,  in  their  thought  setting,  the  main 
aspects  of  the  story  and  the  new  words  to  be  taught.  The 
answers  to  these  questions,  written  on  the  blackboard 
one  by  one,  form  a  preliminary  reading  lesson,  which  is 
read  at  first  sentence  by  sentence  and  then  as  a  whole. 
These  sentences  contain  the  new  words  of  the  lesson, 
which  are  thus  presented  in  their  thought  relations.  If 
the  questions  are  developed  in  logical  (or  psychologi- 
cal) order,  the  blackboard  lesson  will  have  the  same 
degree  of  unity  as  has  the  lesson  in  the  book;    but  only 

xxiv 


in  very  rare  cases  should  the  blackboard  lesson  duplicate 
the  text. 

Blackboard  Reviews.  After  the  lesson  has  been  de- 
veloped on  the  blackboard  and  read  in  the  book,  each 
time  from  a  different  point  of  view,  the  story  may  again 
be  told  in  review  from  the  blackboard.  This  lesson  should 
duplicate  neither  of  the  others,  but  should  seize  on  a  fresh 
aspect  of  the  story  and  organize  the  familiar  material  into 
a  new  unity.  Thus  with  no  increase  in  vocabulary  the 
amount  of  reading  matter  is  more  than  doubled,  and  the 
repetition,  being  something  more  than  mere  repetition,  is 
made  doubly  effective. 

Dramatizing.  Dramatizing  is  partly  a  means  of  ap- 
proach to  the  lesson  and  partly  a  way  to  express  what  has 
been  learned  in  the  lesson.  In  either  case  it  is  a  valuable 
exercise.  As  a  means  of  approach  it  supplies  both  a 
quickened  understanding  of  the  situation  and  a  motive 
to  read  for  the  thought.  Simplicity  and  freedom  should 
be  the  keynotes  of  this  work.  The  children  should  be 
left  to  plan  it  for  themselves,  to  the  limit  of  their  abilities. 
As  they  act  they  may  read  from  the  book,  or  render  the 
thought  in  their  own  words,  or  give  the  exact  words  of  the 
book.  It  should  be  remembered,  however,  that  dramatiz- 
ing is  not  reading,  and  that  it  must  not  encroach  on  the 
time  that  belongs  to  the  reading  lesson  proper. 

Expression.  Expression  in  reading  aloud  should  receive 
careful  attention  from  the  very  start,  since  it  is  undeniably 
true  that  bad  habits  of  expression  are  formed  early  and 
last  long.  Expression  is  sometimes  thought  of  as  depending 
chiefly  on  the  example  of  the  teacher  and  the  imitation  of 

XXV 


the  pupil.  Imitation  has  of  course  something  to  do  with 
inflection,  emphasis,  and  phrasing,  which  are  the  outward 
signs  of  expression;  but  it  has  far  less  to  do  with  these 
than  the  having  something  to  express.  The  key  to  good 
expression  in  reading  is  simply  to  "let  thought  lead." 
The  reason  why  there  is  so  much  poor  expression  is  to  be 
found  chiefly  in  the  kind  of  reading  matter  children  are 
often  set  to  read  and  in  the  mechanical  ways  of  word 
recognition  which  too  often  pass  for  methods  of  teaching 
to  read.  If,  for  example,  the  child  is  set  to  read  a  sen- 
tence like  this:  ''Do  I  see  well?"  there  is  nothing  in 
the  'Hhought"  to  indicate  which  of  the  four  words  to 
emphasize.  To  supply  this  lack  the  teacher  tries  to  show 
the  children  how  the  sentence  should  be  read,  sometimes 
placing  exaggerated  emphasis  on  all  four  words,  and  the 
children  attempt  to  imitate  her.  The  result  is  an  absurdity. 
On  the  other  hand,  even  in  such  simple  sentences  as,  "I 
see  you,  do  you  see  me?"  the  expression  largely  takes  care 
of  itself,  and  if  imitation  is  necessary,  the  teacher  is  in 
no  doubt  as  to  where  the  emphasis  belongs.  To  sum 
up,  there  are  two  points  in  securing  proper  expression: 
(a)  there  should  be  in  the  book  and  in  the  mind  of.  the 
child  a  thought  capable  of  being  expressed,  and  (b)  where 
natural  expression  fails,  resort  should  be  had  to  the  imita- 
tion of  a  good  model. 

Phrasing.  Good  reading,  whether  aloud  or  silent,  is 
largely  a  matter  of  phrasing.  If  a  reader  phrases  badly, 
it  is  more  than  likely  that  he  is  not  reading  at  all,  but  only 
calling  words.  On  the  other  hand,  if  a  reader  phrases 
well,  the  chances  are  that  he  is  reading  well.     Good  phras- 

xxvi 


ing,  therefore,  is  something  to  be  striven  for.  The  work 
may  begin  early,  in  fact  as  soon  as  the  reading  itself  begins. 
Let  the  children  be  accustomed  from  the  start  to  grasp 
whole  sentences  at  once.  Indicate  a  phrase  by  a  sweep  of 
the  pointer,  not  word  by  word.  In  reading  aloud,  pause 
between  phrases,  not  between  words.  Some  phrases  should 
be  taught  as  phrases  before  the  words  composing  them  are 
taught  as  words,  and  many  compact  and  frequently  used 
phrases  should  be  drilled  on  as  phrases,  just  as  words  are 
drilled  on  as  words.  A  good  way  to  do  this  is  to  ask  a 
question  to  which  a  phrase  will  be  the  answer. 

Good  phrasing  is  the  result  of  right  habits  of  reading. 
These  should  be  cultivated  from  the  first,  particularly  the 
habit  of  silent  reading  before  oral  reading,  which  is  begun 
when  the  children  "read  silently  and  do";  which  is  con- 
tinued when  they  glance  over  the  piece  to  be  read  before 
reading  it  aloud,  and  when  they  read  to  get  the  point  of  a 
story  or  the  gist  of  a  passage ;  and  which  is  further  continued 
throughout  life  in  the  practice  of  constantly  looking  ahead 
while  reading,  and  so  grasping  phrases  as  wholes  with  the 
eye  before  reading  them  aloud. 

Organization.  The  swift  and  easy  progress  of  children 
towards  the  goal  of  reading  depends  in  part  on  methods 
and  devices,  of  which  some  have  been  already  noted  and 
some  most  important  ones  are  to  be  discussed  later  on; 
but  it  depends  in  part  also  on  the  material  of  the  reading 
lessons,  on  its  adjustment  and  on  its  organization.  Adjust- 
ment —  the  quality  in  the  subject  matter  that  fits  the 
children,  their  experiences,  their  interests  —  there  is  less 
need  to  speak  of;    its  importance  is  quite  generally  felt. 

xxvii 


Organization,  however,  is  so  essential  and  yet  so  often 
neglected  that  it  deserves  special  mention. 

By  organization  is  meant  a  weaving  together  into  a  vital 
whole.  When,  for  example,  a  story  is  organized,  it  con- 
tains no  incident  that  does  not  belong  just  in  its  place.  It 
is  so  with  a  reading  book,  a  lesson,  a  single  sentence.  In 
an  organized  sentence  there  is  no  word  in  excess,  no  word 
out  of  place,  hardly  a  word  that  could  be  replaced  by 
another  without  loss.  To  read  such  a  sentence  or  lesson 
is  like  running  smoothly  on  rails.  One  does  not  have  to 
know  every  word  beforehand;  the  context  itself  gives  the 
cue;  the  strange  words  come  more  than  halfway  and 
introduce  themselves.  It  was  while  reading  an  organized 
lesson  that  a  little  boy  in  the  first  year  of  school  made 
this  discovery:  "When  I  come  to  a  word  I  don't  know, 
I  read  on  and  then  I  know  it." 

If,  on  the  other  hand,  that  which  the  children  are  set 
to  read  has  no  structure  or  sequence;  if  the  words  have 
been  chosen  not  primarily  for  their  fitness,  but  for  their 
form  (e.g.,  as  containing  certain  phonograms);  if  the 
subject  matter  deserves  the  rude  but  apposite  epithet  of 
"sentence  hash,"  then  it  is  not  to  be  wondered  at  if  the 
children  halt  and  stumble.  They  are  but  experiencing 
the  same  "jolt"  as  adults  experience  when  reading  non- 
sense syllables,  or  successive  sentences  having  no  connec- 
tion. Children  are  more  keenly  sensible  of  such  jolts  than 
many  teachers  seem  to  imagine.  A  case  in  point  came 
under  the  personal  observation  of  the  writer.  The  class 
were  reading  a  "story"  that  started  out  about  a  hear  and 
ended  up  about  a  monkey,  the  two  having  no  apparent 

xxviii 


relation  to  each  other.  When  the  end  was  reached  one 
of  the  class  remarked,  referring  to  the  author,  "  I  guess  he 
forgot  his  story." 

"Let  Thought  Lead."  The  principle  here  involved  is 
nothing  less  than  the  recognition  of  the  truth  that,  as 
children  are  essentially  thinking  beings,  we  must  in  deal- 
ing with  them  "let  thought  lead."  In  teaching  children  to 
read  there  is  no  principle  of  more  fundamental  or  more 
practical  importance  than  this.  For  whatever  is  learned 
under  the  impulse  of  the  thought  is  more  easily  learned 
and  more  vitally  remembered  than  anything  learned  by 
mere  repetition.  If  that  which  is  read  forms  an  organized 
thought  unit,  like  a  story;  if  this  story  or  thought-whole  of 
whatever  kind  is  so  presented  as  to  be  alive  with  imagery 
and  action,  fitting  into  experience  and  stimulating  to 
activity;  if  the  individual  words,  phrases,  and  sentences 
are  introduced,  never  alone,  but  always  in  some  thought 
connection,  then  the  business  of  learning  to  read  will 
proceed  naturally  and  easily,  and  the  words,  phrases,  and 
sentences,  the  remembering  of  which  in  connection  with 
their  meaning  is  the  essential  condition  of  learning  to  read, 
will  become  woven  into  the  structure  of  the  mind  in  the 
closest  and  firmest  of  all  ways. 

Context  Reading.  An  important  apphcation  of  this 
principle  is  afforded  in  context  reading,  in  which  the  children 
are  set  to  supply  the  missing  words  in  elliptical  sentences. 
In  each  case  the  problem  is  one  that  admits  of  but  one 
solution:  the  missing  word  belongs  in  its  place,  and  no 
other  will  satisfy  the  conditions.  The  result  of  this  training 
is  to  quicken  in  the  children  the  sense  of  context  and  lead 

xxix 


them  to  become  self-helpful  and  independent  in  reading. 
It  is  in  accordance  with  this  principle,  also,  that  in  the 
Daily  Lesson  Plans,  as  has  already  been  noted,  even  the 
review  sentences,  and  sentences  grouped  for  the  purpose 
of  driving  home  some  special  word  or  phrase,  are  given 
sequence  and  organization.  For  where  sentences  of  this 
kind  are  constructed  by  mere  mechanical  permutation, 
there  is  only  the  recurrence  of  the  words  to  be  drilled;  but 
with  organization  there  is  the  recurrence  and  all  the  rein- 
forcement of  thought  besides. 

Hard  Words.  A  special  case  under  the  principle  just 
discussed  is  the  teaching  of  "hard  words,''  particularly 
those  that  are  hard  because  of  the  difficulty  of  fitting  them 
into  a  context  in  which  they  belong.  The  teaching  of 
words  that  stand  for  actions  and  for  familiar  things  and 
their  attributes  is  comparatively  easy.  The  children  can 
perform  the  action,  produce  the  object,  and  point  out  the 
attribute,  associating  the  appropriate  symbol  with  each. 

But  there  are  certain  words  and  expressions  that  must  be 
taught  even  in  the  Primer  stage,  which  do  not  represent 
objects,  actions,  or  qualities,  but  rather  a  state  of  mind. 
Of  this  class  are  prepositions,  adverbs,  verbs  like  am,  can, 
know,  went,  saw,  was,  and  pronouns  like  some,  any,  who. 
Such  words  are  usually  hard  for  children  to  learn  and  hard 
to  teach.  How  can  the  principle  of  learning  under  the 
impulse  of  the  thought  be  applied  to  them?  The  answer 
is :  Produce  the  appropriate  state  of  mind  and  associate  the 
symbol  and  the  word  under  the  impulse  of  that  thought. 
For  example,  when  we  wish  to  teach  no  and  not  we  must  set 
up  a  situation  that  clearly  calls  for  a  negative;    when  we 

XXX 


wish  to  teach  saw,  we  must  recall  a  familiar  narrative  or 
situation  in  which  saw  is  indicated  and  no  other  word  will 
answer.  For  the  same  reason  contrasting  words,  such  as 
my  and  your,  in  and  out,  should  be  taught  in  contrast,  the 
thought  element  involved  in  the  contrast  making  the  learn- 
ing easier  and  more  effective. 

How  the  sense  of  the  passage  helps  us  to  make  out  the 
words  is  nicely  illustrated  in  the  case  of  another  type  of 
hard  words;  viz.,  words  in  which  the  same  phonic  ele- 
ments may  stand  for  different  sounds.  Such  cases  are 
sometimes  cited  as  arguments  for  the  use  of  diacritical 
marks. 

"How,"  it  is  asked,  "is  a  child  to  know  whether  ow  is 
to  be  pronounced  o  or  ou?" 

The  answer  is:  "No  one  could  ever  know,  if  ow  were  to 
be  met  with  alone;  but  as  soon  as  it  is  given  a  context, 
the  case  is  different."  Merely  to  place  it  in  words,  as  in  how 
and  know,  gives  a  valuable  clue;  and  when  these  words  are 
embedded  in  a  sentence,  as  in  the  sentence  quoted  just 
now,  —  "How  is  a  child  to  know?"  —  the  clue  amounts 
to  a  plain  direction.  Any  child  (provided  he  has  not  been 
lamed  through  using  diacritical  "crutches")  would  make  the 
necessary  adjustment  in  such  a  case;  even  if  he  started  to 
say  "Ho  is  a  child  to  knouf"  his  sense  of  the  context  would 
lead  him  at  once  to  change  to  the  correct  way.  That  is 
precisely  what  adult  readers  are  doing  every  time  they  read ; 
and  it  is  always  well  to  train  children  to  make  out  strange 
words  and  add  columns  of  figures  in  school  by  the  same 
method  that  they  should  use  in  later  life  in  performing  the 
same  operations. 

xxxi 


The  following  words  found  in  the  Horace  Mann  Primer 
may  require  more  than  the  ordinary  amount  of  attention. 


I  am  (3) 

a  boy  (3) 
and  (4) 
gives  (8) 
give  (8) 
her  (8) 
the  ball  (9) 
why  (11) 
that  (11) 
very  (14) 
but  (15) 
have  (21) 
three  (27) 
now  (31) 
this  (33) 
afraid  (34) 


ever  (36) 
said  (37) 
went  (37) 
after  (39) 
was  (40) 
again  (41) 
want  (43) 
then  (45) 
down  (49) 
there  (51) 
saw  (55) 
what  (56) 
back  (57) 
them  (58) 
says  (60) 


here  (61) 
who  (65) 
draw  (67) 
from  (68) 
with  (68) 
start  (69) 
stop  (69) 
where  (75) 
were  (77) 
they  (82) 
throw  (83) 
know  (88) 
grind  (95) 
gave  (97) 
would  (107) 


Habit  and  Drill.  Important  and  vital  as  is  the  role  of 
thought,  it  is  by  no  means  the  only  thing  to  consider.  Of 
hardly  less  importance  is  the  supplementary  though  always 
subordinate  part  played  by  habit.  Even  though  it  be 
true  that  a  word  or  a  phrase  tellingly  treated  on  its  first 
appearance  is  already  three  quarters  learned,  there  remains 
the  other  quarter  to  be  driven  home  and  made  a  permanent 
possession  through  repetition,  practice,  and  habit.  Further- 
more, the  nature  of  the  reading  process  is  such  that  to  be 
effective  it  must  be  largely  automatic.  The  reader  should 
be  able  to  look  through  words  to  their  meanings,  just  as 

xxxii 


one  looks  through  a  window  at  a  landscape.  But  this 
result  cannot  be  attained  without  practice  —  and  a  great 
deal  of  practice,  too.  Familiar  words  (or  their  elements) 
have  to  be  met  with  a  great  many  times  before  they  can  be 
as  familiar  to  the  eye  as  they  are  to  the  ear.  But  granting 
the  need  of  practice,  it  makes  a  difference  how  it  is  obtained; 
for  there  are  essentially  differing  ways. 

One  of  the  most  frequent  is  through  mere  repetition. 
When,  for_  example,  three  or  four  new  words  are  to  be 
taught,  the  teacher  places  them  on  the  blackboard  one  by 
one,  and  each  one  many  times  over,  and  calls  on  the  children 
in  rapid  succession  to  identify  them.  Phonograms  are 
taught  in  the  same  manner,  or  both  words  and  phonograms 
are  rapidly  displayed  on  cards  day  after  day  for  instan- 
taneous recognition.  The  exercise  never  rises  above  the 
plane  of  sense  perception;  there  is  no  time  for  thought;  it 
is  of  the  very  essence  of  the  exercise  that  the  response  be 
instantaneous.  Though  there  is  undeniably  a  certain  inter- 
est in  such  work,  especially  if  it  be  "snappy,"  yet  at  best  it 
is  more  or  less  of  a  "grind." 

In  order  to  keep  it  from  losing  interest  and  so  losing 
efficiency,  various  means  are  commonly  employed.  For 
example,  the  teacher  tries  to  make  up  for  any  lack  of 
intrinsic  interest  in  the  exercise  by  spurring  up  her  own 
vivacity  and  enthusiasm.  This  is  rather  hard  on  the 
teacher,  and  it  is  not  the  best  way  to  train  the  pupils  to 
independence  and  self-activity.  Vivacity  and  enthusiasm 
are  of  course  indispensable  to  all  teaching,  but  to  work 
them  under  forced  draft  is  wasteful. 

Another  and  better  way  is  to  introduce  variety,  which 

xxxiii 


may  be  called  the  "spice"  of  drill.  This  calls  for  the 
teacher's  ingenuity,  which  can  be  profitably  expended  in 
devising  varied  means  of  repetition.  To  be  fertile  in 
expedients  is  one  mark  of  a  good  teacher  in  any  subject, 
and  this  is  especially  true  of  the  language  teacher.  It  is 
perhaps  not  too  much  to  say  that  no  one  can  be  an  excellent 
teacher  of  language  who  is  not  impatient  of  getting  at 
things  in  the  same  way  day  after  day,  and  who  is  not  keen 
to  change  the  viewpoint  and  so  freshen  up  the  lesson.  It 
is  surprising  to  find  in  how  many  ways  the  same  story  may 
be  told,  —  from  how  many  angles  the  situation  it  portrays 
may  be  viewed. 

A  still  better  means  of  making  drills  interesting  and 
effective  is  to  introduce  the  elements  of  emulation,  imagina- 
tion, and  play.  It  often  seems  that  children  take  more 
kindly  to  a  task  when  it  is  presented  in  the  guise  of  some- 
thing else;  e.g.,  a  list  of  sight  words  as  a  ladder  to  be 
climbed,  or  as  a  brook  to  be  crossed  on  stepping  stones,  or 
as  marks  to  be  hit.  Many  useful  drills  of  this  sort  are 
described  in  this  book.  Their  advantages  are  obvious,  but 
their  limits  should  be  borne  in  mind:  where  children  will 
freely  and  naturally  attack  their  problems  directly  in  the 
spirit  of  work,  there  is  the  less  need  for  them  to  proceed 
indirectly  in  the  spirit  of  play;  as  a  high  educational 
authority  has  said:  "  There  is  no  need  to  ' sugar  coat'  what 
is  not  a  'pill.'" 

All  the  foregoing  forms  of  drill  —  whether  pure  repeti- 
tion, or  repetition  enlivened  by  the  teacher's  vivacity,  or 
varied  by  her  ingenuity,  or  shot  through  with  imagination 
—  have  this  in  common,  that  they  are  formal  drills.     In 

xxxiv 


sharp  contrast  with  this  type  are  those  ways  of  teaching 
whereby  repetition  is  made  an  incident  in  a  new  and  higher 
process.  A  parallel  case  is  the  replacing  of  "five  finger 
exercises"  on  the  pianoforte  (on  which  the  present  genera- 
tion as  children  spent  so  many  weary  hours  —  wastefully 
as  it  is  now  believed)  by  graded  pieces  which  give  the 
necessary  practice  and  teach  the  piece  into  the  bargain. 
Are  there  not  such  ''pieces"  in  reading  —  constructive 
problems  that  might  replace  much  of  the  merely  reproduc- 
tive work  which  now  so  largely  obtains.  The  point  has 
been  tested,  convincingly.  The  constructive  "word  prob- 
lems" to  be  described  in  the  chapter  on  Phonics  are  a  case 
in  point.  The  principle  involved  is  clear:  Needless  resort 
to  pure  drill  is  wasteful.  Whenever  a  lower  process,  such 
as  memorizing,  can  be  made  an  incident  in  a  higher  process, 
such  as  applying  knowledge  to  the  working  out  of  a  new 
problem,  there  is  a  threefold  gain:  (1)  the  new  problem 
is  solved,  (2)  the  fact  or  process  is  memorized,  and  (3)  the 
memorizing  is  accomplished  with  greater  economy  and 
higher  effectiveness,  for  it  has  been  accomplished  not 
through  mere  unrelated,  unmotived  repetition,  but  through 
repetition  in  relation  to  a  desired  and  worthy  end. 

DRILLS     AND      DEVICES     FOR 
THOUGHT   READING 

I.  Silent  Reading  and  Doing.  Place  short  sentences 
on  the  board,  each  directing  the  children  to  perform  some 
ordinary  act,  as  "Open  the  door,"  "Take  your  seats," 
"Come  to    the  desk,"   etc.     Let  the  children   obey  the 

XXXV 


directions  without  oral  reading.     (Many  exercises  of  this 
sort  will  be  found  in  Parts  II  and  III  of  this  Manual.) 

2.  Silent  Reading  Followed  by  Questions.  Place  upon 
the  board  several  sentences  so  arranged  as  to  form  a  thought 
sequence.  Let  the  children  study  these  sentences.  Then 
erase  and  ask  questions  based  upon  the  sentences  erased. 

3.  Silent  Reading  Followed  by  Story  Telling.  Place  a 
short  story  on  the  board  and  allow  the  children  to  study  it 
without  help  from  the  teacher.  Erase  and  ask  the  children 
to  tell  the  story  one  after  another. 

4.  Silent  Reading  not  Followed  by  Oral  Reading. 
Occasionally  let  the  children  read  through  without  help 
some  story  found  in  their  books.  Then  let  them  tell  the 
story,  helping  them  by  questions  if  necessary.  In  some  of 
these  exercises  different  children  may  use  different  books. 

5.  Silent  Reading  Followed  by  Oral  Reading.  This 
plan  should  be  followed  generally  throughout  the  first 
year.  Even  in  later  years,  children  should  seldom  be 
asked  to  read  aloud  what  they  have  not  previously  read 
silently. 

"When  we  disabuse  ourselves  of  our  prejudices  in  favor 
of  excessive  oral  reading  and  begin  to  work  simply  and 
solely  to  develop  power  in  reading  and  a  right  taste  for 
books,  we  shall  be  surprised  at  the  number  and  variety 
of  devices  that  will  be  invented  for  the  purpose  of  helping 
both  teacher  and  child.  Reading  aloud  will  then  become 
a  delightful  pleasure."    (Mary  E.  Laing,  Reading,  page  70.) 


xxxvi 


1 2 .  The  Bag  Drill.  Draw  a  number  of  bags  on  the  board. 
On  each  place  a  word.  Ask,  "Who  buys  this  bag?" 
"  What  will  you  give  me  for  it  ?  "  If  the  buyer  names  the 
word  the  bag  is  his. 

13.  The  Balloon  Drill.  Draw  pictures  of  toy  balloons 
on  the  blackboard.  These  may  be  colored.  Place  a  word 
on  each  balloon  or  tie  the  words  below,  on  the  string.  Let 
the  children  buy  balloons  by  naming  words. 

14.  Post  Office.  Make  believe  that  the  cards  are  letters. 
Ask,  ''  WTiose  letter  is  this?"  The  child  who  claims  the 
letter  names  the  word  on  his  card. 


DIRECTIONS  FOR  USING   CARDS 

WORD     CARDS 

For  Rapid  Word  Drill  or  Flash  Reading.  Use  only  words 
previously  taught.  Hold  the  cards  in  the  left  hand  about 
as  high  as  the  shoulder.  With  the  right  hand  take  a  card 
from  the  back  of  the  pack.  Hold  this  card  for  an  instant 
where  every  child  can  see  it  clearly.  Then  with  a  brisk 
movement  return  it  to  the  pack,  placing  it  in  front.  Train 
pupils  to  pronounce  the  word  at  the  instant  when  it  returns 
to  the  pack.  In  concert  drills  demand  prompt,  simul- 
taneous answers.  In  individual  drills  call  upon  the  pupil 
who  is  to  answer  during  the  return  movement.  Since  the 
object  of  these  drills  is  to  secure  instantaneous  automatic 
word  recognition,  allow  no  hesitation.  Rapidity  and 
promptness  are  the  foundations  of  success.  Give  separate 
drills  to  those  who  lag  or  fail. 

xxxix 


For  Rapid  Sentence  Drills.  In  the  chalk  tray  at  the 
bottom  of  the  blackboard  place  cards  forming  a  sentence; 
e.g.,  A  boy  can  jump.  Then  drop  successively  over  the 
word  boy  the  cards  bearing  the  words  girl,  rabbit,  cat,  dog, 
pony,  etc.,  and  over  the  word  jump  the  cards  bearing  the 
words  run,  hop,  skip,  etc.  Each  new  word  will  make  a 
new  sentence.  Have  these  sentences  read.  Demand  brisk- 
ness and  expression.  Increase  the  length  of  the  sentences 
according  to  the  power  of  the  pupils.  Properly  conducted, 
these  drills  will  develop  quick,  automatic  word  recognition, 
secure  proper  expression,  and,  most  important  of  all,  train 
pupils  to  grasp  instantly  the  total  meaning  of  groups  of 
related  words. 

PHONICS 

The  distinctive  features  in  the  system  of  phonics  herein 
described  are  these: 

The  approach  is  gradual,  formal  phonics  being  led  up  to 
by  graded  exercises  in  ear  training,  enunciation,  the  treat- 
ment of  speech  defects,  word  grouping,  word  building, 
word   problems. 

The  attack  is  rational,  emphasis  being  laid  on  the  work- 
ing out  of  problems;  on  constructive  work  rather  than  on 
mere  reproduction;  and  on  the  development  of  indepen- 
dence, through  dispensing  with  diacritical  marks  and 
through  learning  a  few  simple  laws  covering  large  numbers 
of  words. 

Analysis  and  synthesis  are  used  concurrently,  the  former 
in  deriving  phonic  elements  from  familiar  words,  the  latter 
in  learning  the  powers  of  single  letters  by  imitation  aided 

xl 


by  an  appeal  to  the  imagination  —  as  in  the  story  of  the 
Giant  Fe-fi-fo-fum. 

Habit  formation  is  a  controUing  factor:  processes  which 
are  only  of  temporary  value  —  such  as  the  formal  drill  on 
phonograms  and  the  oral  blend  —  are  largely  dispensed 
with,  their  place  being  taken  by  processes  that  are  in  general 
use  and  hence  of  permanent  value. 

Ear  Training.  The  first  step  in  phonics  is  taken  when 
the  teacher  trains  the  children  to  distinguish  sounds  by 
ear.  The  teacher  taps  on  various  objects,  and  with  their 
eyes  closed  the  children  tell  what  objects  were  tapped  on 
and  count  the  number  of  taps.  After  this  comes  a  care- 
fully graded  series  of  exercises  having  for  their  aim  to 
enable  the  children  to  distinguish  by  ear  some  of  the  phonic 
elements  which  they  are  later  to  distinguish  by  the  eye 
and  make  with  the  vocal  organs.  For  example,  the  teacher 
sounds  —  i.e.,  enunciates  with  great  distinctness  —  a  group 
of  words  having  a  common  element,  and  the  children  are 
asked  to  tell  what  words  have  been  sounded,  to  sound 
them  themselves,  and  to  distinguish,  and  in  time  to  sound, 
the  common  element.  The  same  course  is  pursued  with 
pairs  of  words,  as  hoy,  boys,  that  are  alike  in  all  respects  but 
one,  which  one  naturally  strikes  the  attention.  This  work 
is  approached  very  gradually  and  is  aided  by  the  imagina- 
tion and  the  spirit  of  play.  Hard  s  is  called  the  "hissing 
sound"  (or  the  "goose  sound"),  soft  s  and  z  the  "buzzing 
bee"  (or  the  "buzzing")  sound,  etc.,  and  a  kind  of  game 
is  made  of  identifying  sounds  and  raising  the  hands  when 
they  occur.  The  teacher  may  tell  a  story  or  recite  a 
familiar  rhyme,  "sounding"  the  words  so  as  to  bring  out 

xli 


^ 


some  one  sound;  e.g.,  every  t  or  every  m.  Thus:  "One 
day  I  came  into  the  room  and  there  on  the  ma-t  there  was 
a  ca-t  and  in  its  mouth  there  was  a  ra-t."  The  children 
pronounce  each  word  sounded  by  the  teacher.  When  they 
become  expert  at  recognizing  and  pronouncing  words  thus 
analyzed  into  their  elements,  they  have  advanced  a  con- 
siderable way  towards  gaining  the  power  to  analyze  words 
for  themselves  and  to  combine  word  elements  into  words. 

Ear  training  may  also  take  the  form  of  leading  the 
children  to  recognize  words  that  rhyme. 

Every  exercise  in  phonics  should  be  also  an  exercise  in 
ear  training.  In  addition  the  teacher  should  observe 
her  pupils  closely  and  give  whatever  further  exercises  may 
be  found  necessary.  She  should  remember  that  "  the  word 
that  the  children  speak  is  not  always  the  word  they  hear. 
They  may,  for  example,  hear  insists  and  say  insiss,  without 
being  aware  of  the  difference.  ...  In  most  cases  it  is  notice- 
able that  the  pupil  does  not  at  first  hear  the  true  sound, 
even  when  it  is  given  in  his  presence."  (Carpenter,  Baker 
and  Scott,  The  Teaching  of  English,  page  113.) 

Enunciation.  In  connection  with  these  ear-training 
exercises  there  will  naturally  come  practice  in  enunciation. 
In  the  course  of  this  the  children  may  be  easily  led  to  note 
the  organs  chiefly  involved  in  making  certain  sounds,  as  the 
lips  in  p  and  b,  the  tip  of  the  tongue  in  t,  d,  and  n,  the  back- 
tongue  and  soft  palate  in  g  and  k.  They  may  also  be  led 
to  tell  whether  the  sound  is  whispered  or  voiced  —  a  most 
important  and  useful  distinction. 

''Sharp  and  clear-cut  enunciation,  not,  of  course,  of  the 
exaggerated   type   that   errs   by   making   obscure   vowels 

xlii 


full  and  gives  to  the  speech  a  pedantic  preciseness  Hke 
the  too  rigid  separation  of  the  words  in  such  phrases  as 
at  all,  don't  you,  and  the  hke,  but  clean-cut  pronunciation 
of  the  language  as  it  is,  should  be  a  daily  exercise  in  the 
lower  grades.  Much  of  the  difficulty  in  getting  control  of 
the  phonic  elements  of  the  language  may  thus  be  over- 
come; and 'much  may  be  done  to  remedy  the  blurred  and 
obscure  enunciation  with  which  Americans  are  justly 
taxed  by  English  visitors."      {The  Teaching  of  English.) 

The  teacher  should  not,  however,  make  a  practice  of 
correcting  each  child's  errors  as  they  are  made.  She 
should  note  any  defects  of  speech  which  may  appear 
during  the  reading  lesson  or  at  any  other  time  and 
arrange  special  exercises  to  correct  them.  If  a  particular 
defect  affects  all  or  nearly  all  of  the  class,  a  class  exercise 
should  be  given  to  correct  it;  if,  however,  it  appears  in 
the  speech  of  but  few,  it  should  be  corrected  through  an 
exercise  in  which  only  the  children  affected  participate. 
Directions  for  such  exercises  may  be  found  under  various 
lessons  in  this  Manual. 

Breaking  Habits  of  Faulty  Enunciation.  The  best  time 
to  lead  the  children  to  become  conscious  of  the  tongue,  the 
lips,  etc.,  as  organs  of  articulation  is  in  connection  with 
specific  cases  of  faulty  enunciation.  In  such  cases  it  is 
impossible  to  do  effective  work  by  imitation  alone;  the 
phonetic  attack  is  essential.  The  child  who  says  fing  for 
thing,  for  example,  must  indeed  have  his  ears  sharpened 
by  ear  training,  so  that  he  may  hear  aright  and  produce 
the  sound  he  hears;  but  this  is  not  enough.  He  must  be 
taught  to  use  the  right  organs.     This  is  not  so  difficult  as 

xliii 


it  might  seem.  In  the  case  supposed  the  child  bites  his 
lower  lip  instead  of  his  tongue.  All  he  has  to  do  to  correct 
the  error  is  to  bite  the  tongue  instead  of  the  lower  lip. 
The  gymnastic  feat  involved  is  far  easier  for  children  than 
for  adults;  a  child  who  cannot  follow  such  a  direction 
needs  to  follow  it,  for  his  own  development.  In  stubborn 
cases  a  small  looking-glass  is  a  help;  in  a  certain  class  a 
little  looking-glass  is  a  part  of  each  child's  equipment. 
The  example  given  is  typical  of  the  simple  definite  directions 
given  in  the  Daily  Lesson  Plans  for  the  breaking  of  bad 
habits  of  enunciation. 

•  For   suggestions   concerning   the   correction    of    speech 
defects  see: 

Aw  (saw'r),  Part  III,  Lesson  14,  3  (6).  B,  Part  II,  Lesson  75,  1. 
C,  Part  II,  Lesson  3,  8.  Ch,  Part  III,  Lesson  13,  3.  D,  Part  III, 
Lesson  22,  3.  F,  Part  II,  Lesson  32,  2.  G,  Part  II,  Lesson  1,  5. 
H,  Part  II,  Lesson  68.  K,  Part  III,  Lesson  40  (c).  L,  Part  II,  Lesson 
55,  3.  Ng  (stronger).  Part  III,  Lesson  43,  3  (b).  Ng  (singing).  Part 
III,  Lesson  52,  2  (c).  0,  Part  III,  Lesson  44,  Note.  Ow,  Part  III, 
Lesson  47,  3  (c).  P,  Part  II,  73,  1.  Qu,  Part  III,  Lesson  41,  3  (a). 
R,  Part  II,  Lesson  4,  8.  S  and  Sh,  Part  II,  Lesson  7,  5.  Th,  Part  II, 
Lesson  16,  5  and  Part  III,  Lesson  36,  3  (c).  W,  Part  III,  Lesson  28, 
3  (c).     Wh,  Part  II,  Lesson  15,  5. 

Causes  of  Faulty  Enunciation.  In  general  the  teacher 
will  be  the  better  able  to  deal  with  faulty  enunciation,  if 
she  considers  the  causes  of  it  and  then  seeks  to  remove 
them.     These  causes  may  be  thus  classified: 

1.  Physical  malformation,  —  of  teeth,  tongue,  palate, 
jaws.     Such  cases  often  require  surgical  treatment. 

2.  Poor  control  of  the  organs  of  articulation,  often 
amounting  to  sheer  laziness.  It  is  to  this  that  many  of  the 
substitutions  are  due,  as  fink  for  think,  till  for  kill;  also  the 

xliv 


adventitious  k  in  nothink,  kingk.     The  remedy  for  such 
faults  is  vocal  gymnastics. 

3.  Failure  to  hear  distinctly,  due  either  to  physical  or 
to  mental  causes.  In  the  latter  case  the  failure  to  hear 
may  be  due  to  the  lack  of  apperceptive  ("preperceptive") 
power:  the  children  have  nothing  to  hear  with;  not  know- 
ing the  sound  by  itself,  they  do  not  know  what  to  listen 
for.  The  remedy  lies  in  leading  them  to  hear  and  to  articu- 
late the  sound  by  itself,  in  words,  and  in  sentences. 

4.  Imitation  of  poor  models  at  home,  on  the  street,  in 
the  playground,  in  the  classroom,  —  perhaps  even  at  the 
teacher's  desk.  In  such  cases  the  teacher  is  indeed 
struggling  against  heavy  odds.  The  least  she  can  do  is 
to  see  to  it  that  her  own  speech  does  not  make  the  odds 
heavier. 

Besides  imitating  his  associates,  the  child  imitates  him- 
self. If  by  some  chance  he  once  says  turn  for  come  without 
correction,  he  is  apt  to  continue  in  his  error  until  he  has 
habituated  himself  to  it.  Unfortunately,  when  once  the 
habit  has  become  fixed,  he  may  cease  to  hear  the  correct 
sound  when  used  by  others  in  his  presence.  The  bad 
habit  of  vocalization  reacts  upon  the  auditory  brain 
center  and  he  apperceives  come  as  turn,  what  as  wat,  and 
that  as  dat. 

Retarding  Forces  in  the  Environment.  One  of  the 
most  discouraging  things  about  the  teacher's  work  is  that 
so  much  of  it  has  to  be  reformatory  rather  than  formative : 
instead  of  developing  true  ideas  and  ideals,  false  ones  must 
be  destroyed;  instead  of  training  to  good  habits,  bad  ones 
must  be  eradicated. 

xlv 


"In  no  subject  do  the  forces  of  the  social  environment 
against  which  the  school  has  to  strive  make  themselves 
so  continually  felt  as  they  do  in  English.  ...  In  language 
work  the  higher  usages  of  literary  English  exacted  in 
the  school  are  in  perpetual  conflict  with  the  barbarisms 
of  the  swarming  illiterate  outside.  The  teacher  of  English, 
at  least  in  the  great  majority  of  our  city  public  schools,  is 
involved  in  an  unceasing  warfare  with  these  retarding 
forces.  In  Arithmetic  or  Science  or  Geography  the  teacher 
may  sow  on  virgin  soil ;  the  English  teacher  must  sow  on 
soil  choked  with  the  weeds  of  bad  habit  and  must  cease- 
lessly ply  the  hoe  against  untiring  enemies.  .  .  . 

"The  standards  of  the  community  are  more  potent 
than  those  of  the  school ;  and  against  the  illiteracy  of  the 
playground,  the  street,  and  the  home,  the  school  has  a 
weak  chance.  Undoubtedly  the  school  may  do  more  than 
it  is  doing  —  by  heroic  effort  it  may  do  much  more  —  to 
beat  back  the  tide  of  slovenly,  slangy,  mumbled  speech 
that  is  poured  out  on  street  and  mart.  .  .  . 

"The  discouraging  fact  that  meets  the  teacher  is  that 
although  she  may  secure  passably  good  speech,  written 
and  oral,  in  the  classroom,  there  is,  during  the  recess  and 
on  the  playground  and  the  street,  a  barbaric  reversion, 
with  a  sense  of  relief,  to  the  patois  of  'real  life.'  It  is 
this  provoking  Jekyll  and  Hyde  dualism,  this  double  stand- 
ard of  linguistic  manners,  with  which  we  have  to  reckon. 
Too  often  the  boy  or  girl  will  sin  in  society  against  his 
school  conscience,  because,  to  speak  fair,  to  say  'isn't' 
instead  of  'ain't,'  'coffee'  instead  of  'cawfee,'  is  to 
put  on  airs  in  the  eyes  of  his   companions.     No  teacher 

xlvi 


will  credit  herself  with  full  success,  unless  she  has  over- 
come this  dualism.  She  will  measure  her  efforts,  not  merely 
with  results  obtained  in  the  schoolroom,  but  those  which 
tell  in  the  world  outside  of  it."  (Chubb,  The  Teaching  of 
English,  pages  8-10.) 

The  Teacher's  Study  of  Phonics.  The  duty  of  the 
teacher  in  this  entire  matter  is  three-fold:  to  present  a 
good  model;  to  teach  and  train  the  children,  by  various 
methods  such  as  are  carefully  set  forth  in  this  Manual; 
and,  that  she  may  perform  both  of  these  duties,  to 
teach  and  train  herself  in  the  principles  and  practice 
of  phonics.  Every  teacher,  particularly  every  teacher 
of  young  children,  should  get  acquainted  with  her  own 
organs  of  articulation;  should  observe  their  position  and 
action  in  the  making  of  every  sound  in  the  language.  In 
the  course  of  the  investigation  she  should  make  use  of  the 
looking-glass,  hold  her  fingers  to  her  throat,  close  the  nostrils 
to  observe  the  effect  (as  in  determining  whether  ng  is  a 
nasal),  and  verify  with  her  own  organs  every  statement 
made  in  the  books. 

Among  authoritative  books  on  the  subject  of  phonetics 
Sweet's  Primer  of  Phonetics  is  the  most  compact,  and  the 
"Guide  to  Pronunciation"  in  Webster's  International 
Dictionary  is  one  of  the  most  practical,  as  it  should  be  one 
of  the  most  accessible.  It  is  from  this  dictionary  that  the 
following  table  is  taken: 


xlvii 


TABLE    OF   CONSONANT   ELEMENTS 


Place  of  Articulation 

Oral 
Momentary            Continuous 

Nasal 
Continuous 

Whis- 
pered 

Voiced 

Whis- 
pered 

Voiced 

Voiced 

Lips 

P 

b 

W 

m 

Lips  and  teeth 

f 

V 

Tongue  and  teeth 

th 

th 

Tongue   and   hard 
palate  (forward) 

t 

d 

S 

z.  .r 

n 

Tongue   and  hard 
palate  (back) 

ch 

J 

sh 

zh.  .r 

Tongue,  hard  palate, 
and  soft  palate 

y.i 

Tongue  and  soft 
palate 

k 

g 

ng 

Various  places 

h 

Grouping.  When  children  have  learned  several  words 
that  belong  to  the  same  "family"  (e.g.,  not,  spot,  dot)  they 
will  often  of  themselves  notice  the  resemblance,  both  by 
eye  and  by  ear,  and  will  remember  these  words  as  a 
family,  naming  each  family  from  some  word  in  the  group, 
as  the  "not"  family.  From  time  to  time  they  will  add 
other  members  to  the  family,  as  these  are  met  with  in  the 
reading  or  thought  of  as  belonging  to  the  family.  In  like 
manner  may  be  grouped  words  having  the  same  initial 
{rat,  run,  ran)  or  the  same  terminal  sound  {rat,  net,  hut). 

The  great  advantage  of  thus  becoming  familiar  with  word 
groups  before  more  formal  phonic  work  is  attempted 
should  be  sufficiently  obvious.  "  Grouping  invites  compari- 
son; it  brings  out  likenesses  and  differences  into  strong 
relief;  it  is  the  easy  and  natural  way  of  arriving  at  a  con- 

xlviii 


sciousness  of  parts,  —  for  the  consciousness  of  a  part  is 
always  easier  to  arrive  at  when  it  has  been  met  with  as  a 
common  factor  in  a  group  than  when  it  has  been  met  with 
as  merely  a  part  of  a  single  word.  For  example,  suppose 
we  are  to  teach  the  powers  of  c  and  at.  It  is  easier  and 
more  psychological  to  derive  c  from  the  group  cat,  can, 
catch,  and  to  derive  at  from  the  family  cat,  rat,  sat,  than  it 
is  to  derive  both  c  and  at  from  a  bald  analysis  of  the  single 
word  cat  into  c  and  at.  Yet  teachers  are  not  infrequently 
directed  to  take  the  shorter  and  harder  way. 

Words  in  Words.  One  of  the  simplest  ways  of  leading 
the  children  to  isolate  phonic  elements,  and  at  the  same 
time  to  learn  their  powers,  is  by  dropping  or  adding  letters 
and  by  finding  words  in  words.  Thus  the  children  can  very 
early  be  taught  to  drop  s  from  hands  or  add  s  to  hand,  and 
to  many  similar  words  (see  Lesson  7,  2) ;  also  to  find  all  in 
ball  (see  Lesson  20,  5).  The  device  of  covering  is  helpful 
in  all  such  exercises.  This  work,  in  which  both  words  are 
familiar,  is  intermediate  between  the  unanalytic  study  of 
words  as  wholes  and  the  "informal  phonics"  which  are 
now  to  be  explained. 

Informal  Phonics.  It  is  a  mistake  to  assume  that  there 
can  be  no  word  building  and  no  word  problems  until  all  the 
phonic  elements  involved  have  been  formally  developed. 
There  is  an  intermediate  step,  informal  phonics,  correspond- 
ing to  analogy  in  reasoning.  The  process  is  very  simple 
and  is  readily  grasped  and  eagerly  followed  by  the  children, 
who  make  very  rapid  progress  after  they  once  get  the  idea. 
As  full  directions  are  given  in  Lesson  29,  2,  only  a  brief 
notice  will  be  required  here. 

xlix 


A  word  problem  is  precisely  like  a  problem  in  arithmetic : 
the  children  are  given  certain  conditions  from  which  to  work 
cut  a  required  result;  that  is,  they  are  given  words  they 
know  with  which  to  make  out  a  word  they  do  not  know. 
Thus,  let  it  be  required  to  work  out  the  new  word  can, 
using  the  familiar  words  cat  and  pan.  The  teacher  places 
on  the  blackboard  the  formula 

cat  pan 

c  at  p  an 

c  an 

can 

Since  the  children  have  already  had  practice  in  slow  pro- 
nunciation (which  is  a  preparation  for  blending),  they 
readily  work  the  problem  and  find  the  answer. 

In  word  building,  two  (or  more)  phonic  elements  are 
combined  to  form  a  new  word.  But  it  is  not  necessary  to 
wait  until  both  elements  have  been  formally  developed. 
Thus,  as  soon  as  the  children  know  s  and  milk,  they  can 
readily  derive  silk,  even  if  they  do  not  know  ilk.  The 
formula  here  is 

milk 

ilk 

silk 

(See  Lesson  33,  5.) 

The  main  purpose  of  these  exercises  is  to  guide  the  chil- 
dren in  making  out  new  words  for  themselves.  Inciden- 
tally, however,  they  learn  the  phonic  elements  as  well; 
so  that  when  the  teacher  comes  to  the  formal  development 
of  these  elements  she  often  finds  the  work  already  done. 
The  advantages  of  this  way  of  learning  over  any  method 

I 


whose  main  dependence  is  on  phonogram  drill  are  obvious. 
When  the  attempt  is  made  to  drive  home  s  and  ilk,  for 
example,  by  such  drill  apart  from  use,  the  constructive 
powers  of  the  children  are  not  utilized,  nor  is  a  useful 
process  learned  or  a  useful  habit  formed.  When,  on  the 
other  hand,  s  and  ilk  are  learned  incidentally,  in  close 
connection  with  use,  the  motive  is  stronger,  the  activity 
involved  is  of  a  higher  order,  and  the  process  learned  is 
one  which  will  be  used  throughout  life. 

Word  building  and  word  problems  involve  putting 
together,  or  blending,  parts  of  words  into  whole  words. 
The  blend  is  a  bugbear  in  many  schoolrooms,  but  quite 
unnecessarily  so.  It  will  be  found  easy  and  natural  if  the 
following  conditions  are  observed. 

(a)  Prepare  the  way  for  formal  blending  by  exercises 
in  ear  training  and  enunciation,  including  "slow  pro- 
nunciation." 

(6)  Begin  blending  (in  word  problems)  before  any 
phonic  element  has  been  formally  developed. 

(c)  Cultivate  the  silent  blend,  or  as  a  step  to  this  the 
whispered  blend,  rather  than  the  oral  blend. 

{d)  ■  In  sounding  the  initial  phonograms  the  teacher 
should  carefully  avoid  introducing  sounds  which  are  not 
there  and  which  so  change  the  character  of  the  sound  that 
it  is  hardly  recognizable  and  cannot  by  any  possibility  be 
combined  with  the  terminal  phonogram  to  make  a  word. 
No  more  and  no  different  sounds  can  be  put  back  into  a 
word  by  synthesis  than  came  out  of  it  by  analysis.  It  is 
a  fault  all  too  common  among  teachers  who  have  given 
little  or  no  attention  to  the  study  of  phonics  to  analyze 

11 


hee  into  buh-ee  and  cow  into  cuh-ow.  If  the  children  find  it 
hard  to  combine  buh-ee  into  bee  it  is  certainly  not  to  be 
wondered  at,  and  is  rather  to  their  credit  than  otherwise. 
The  teachers  can  help  in  the  work  of  word  building  by 
making  the  work  no  more  difficult  than  it  really  is. 

(e)  Have  the  children  get  the  necessary  practice  in 
recognizing  phonic  elements  less  by  formal  drills  apart 
from  use  than  by  constructive  exercises  in  using  the  phonic 
elements  in  word  problems  and  word  building. 

Note.  —  One  of  the  most  fruitful  sources  of  unneces- 
sary difficulty  —  gratuitous  difficulty  created  by  faulty 
method  —  is  in  the  wrong  use  of  the  phonograms,  partic- 
ularly terminal  phonograms,  like  ack,  ake,  at.  It  is  a  preva- 
lent custom  in  many  schoolrooms  to  treat  these  phonograms 
as  units,  as  separate  significant  entities,  rather  than  as 
the  potential  parts  of  words  which  they  really  are ;  pronoun- 
cing them  separately  and  drilling  upon  them  separately  and 
withal  as  insistently  as  if  they  were  sight  words.  The  nat- 
ural and  inevitable  result  of  such  a  procedure  is  greatly 
to  increase  the  difficulty  of  using  the  phonograms  in  the 
only  way  in  which  they  can  possibly  be  of  use,  namely,  as 
signs  of  operation  in  independent  reading.  Little  if  any 
separate  drill  on  such  phonograms  is  necessary.  The  empha- 
sis should  be  placed  —  and  in  this  Manual  is  placed  —  on 
using  phonograms  in  word  building  rather  than  in  separate 
drill,  on  the  silent  blend  rather  than  on  the  oral  blend,  and 
on  identifying  and  sounding  phonograms  as  parts  of  words, 
to  a  greater  extent  than  on  identifying  and  sounding  phono- 
grams as  such. 

Formal  Phonics.  A  phonic  element  is  said  to  be  devel- 
oped when  it  has  been  made  a  separate  object  of  atten- 
tion, when  it  can  be  recognized  and  sounded  apart  from 
any  word,  when  it  can  be  used  in  the  building  and  iden- 

lii 


tifying  of  new  words,  and  when,  in  certain  cases,  the 
way  to  produce  it  by  the  tongue,  hps,  or  other  organs  is 
understood. 

Full  directions  for  such-development  are  given  in  Part  II, 
Lessons  31,  32,  42,  49,  55.  The  following  points  may  be 
noted  here: 

The  attack  upon  a  new  phonic  element  is  made  concur- 
rently from  two  directions:  (1)  by  an  appeal  to  the  imagina- 
tion through  stories  and  through  the  "tongue  gymnastics" 
they  call  for,  as  in  the  story  of  the  Giant  (/),  the  cow  (m). 
Little  Sarah  (s) ;  (2)  by  a  breaking  up  of  familiar  words  in 
which  the  element  is  embedded.  It  thus  comes  about  that 
at  the  same  time  that  the  children  are  learning  to  detach 
/  from  an  /-group,  they  are  also  "biting  the  lower  lip  and 
puffing,"  just  as  the  Giant  did. 

The  word  groups  and  word  families,  formed  and  con- 
tinually extended  in  the  manner  described,  are  of  great 
use  in  working  out  new  words.  For  example,  the  new 
word  bake  may  be  derived,  by  analogy,  from  the  family 
make,  shake,  take,  and  from  the  group  boy,  ball,  baby,  even 
before  the  elements  b  and  ake  have  been  formally  discrimi- 
nated. From  the  exercises  in  analyzing  words  by  ear  and 
imitatively,  and  in  forming  and  extending  word  groups 
and  word  families,  the  transition  to  formal  word  analysis 
and  word  building  is  natural  and  easy.  It  will  be  much 
easier  if  some  appeal  is  made  to  the  imagination.  The 
letter  /  by  itself  is  to  the  children  abstract  and  naked.  It 
must  be  clothed  upon  —  woven  into  some  fabric  of  con- 
crete reality  —  before  it  can  appeal  strongly  to  them.  As 
the  "giant  letter"  which  is  "said  so  hard"  in  the  giant's 

liii 


name,  it  becomes  interesting  and  usable.  Not  all  letters 
can  or  need  be  treated  in  this  way;  when  the  attempt  is 
made  the  result  is  often  grotesque  and  misleading,  but  some 
ingenuity  may  profitably  be  expended  on  the  problem. 

As  soon  as  a  number  of  like  words  or  phonic  elements  are 
learned  they  may  be  grouped  according  to  a  principle,  to 
form  a  phonic  series:  e.g.,  an  en  in  on  un,  applied  in  the 
word  series  hand  end  wind  fond  bundle.  From  a  series  like 
an  en  in  on  un,  it  is  easy  to  develop  other  series,  as  ap  ep 
ip  op  up;  am,  etc.,  ad,  etc.;  also  the  corresponding  word 
series. 

Placing  these  series  under  one  another  and  reading  down, 
the  series  of  short  vowels,  a  e  i  o  H,  is  developed. 

From  the  short  vowel  series  a  parallel  long  vowel  series  is 
developed;  thus: 


am 

em 

im 

om 

um 

ame 

eme 

ime 

ome 

ume 

When  several  such  series  have  been  developed,  together 
with  the  corresponding  word  series,  it  is  easy  to  lead  the 
children  to  think  in  the  direction  of  the  rule  (which,  how- 
ever, need  not  be  stated  in  abstract  terms)  to  the  effect 
that  a-e  =  a,  o-c  =  o,  etc. 

In  a  similar  manner  it  is  brought  out  that  as  ee  =  e  and 
ay  =  a,  so,  as  a  general  rule,  ea  =  e,  oa  =  o,  ai  —  a,  etc. 
This  leads  to  the  further  generalization  that,  as  a  rule, 
whenever  two  vowels  (little  girls)  stand  together  (even 
though  separated  by  a  "little  boy,"  as  in  ate)  the  last  says 
nothing  and  the  first  speaks  her  name. 

liv 


The  idea  that  there  are  exceptions  is  readily  grasped  by 
the  children. 

Habit  of  Attack.  From  the  standpoint  of  habit,  the  aim 
in  this  method  is  to  train  the  children  from  the  start  to 
those  habits  of  mind  in  dealing  with  new  words  that  will 
be  of  use  later  on;  to  teach  them  to  use  the  method  of 
working  out  words  unfamihar  to  them  that  we  ourselves 
use  every  day  in  making  out  new  words  unfamiliar  to  us. 
What  is  that  method?  In  the  most  general  terms  it  is 
the  habit  of  scrutinizing  the  word  for  familiar  signs  and 
responding  to  those  signs. 

Consider  what  a  properly  trained  adult  does  who  comes 
upon  a  new  word;  e.g.,  deodorizing.  He  does  not  jump  at 
the  word  and  try  to  swallow  it  whole.  He  takes  it  part 
by  part,  apperceiving  each  part  as  he  may  be  able.  If  he 
has  nothing  to  apperceive  with,  he  consults  a  dictionary. 
Here  again  the  word  is  divided  into  parts,  and  over  each 
part  there  is  a  mark  indicating  how  to  sound  it.  But  these 
marks  vary  with  different  dictionaries,  and  in  order  to  be 
sure  one  must  consult  the  key;  and  the  key  is  nothing 
more  than  a  more  familiar  word  in  which  the  sound  of  the 
letter  or  syllable  is  the  same  as  in  the  unknown  word. 

Now  the  essential  process  in  the  "word  problems"  is 
very  much  like  that  in  consulting  a  dictionary.  The  only 
difference  is  that  instead  of  being  sent  to  a  dictionary  the 
children  are  furnished  with  a  separate  dictionary  for  every 
new  word;  and  they  use  this  dictionary  in  essentially  the 
same  manner  as  they  will  later  on  use  the  larger  diction- 
ary;  namely,  by  analysis  and  comparison. 

Thus  the  formula  which  has  been  cited 

Iv 


not  let 

n  ot  1  et 

n  et 
net 

means  simply:  "In  this  strange  word  net,  the  first  part  is 
sounded  like  the  first  sound  in  not  and  the  latter  part 
is  sounded  like  the  latter  part  of  let.^' 

Objections  Answered.  If  it  be  objected  to  this  plan 
that  it  would  cost  the  teacher  a  great  deal  of  time  and 
trouble  to  go  through  the  entire  previous  vocabulary  of 
the  class  and  select  key  words  to  unlock  each  new  word, 
the  answer  is  simply:  All  that  work  has  already  been  done 
for  the  teacher;  it  does  not  have  to  be  done  by  her.  The 
editors  have  provided  the  materials;  the  teacher  has  only 
to  place  these  before  the  class;  the  eager  self -activity  of 
the  children  will  do  the  rest. 

It  may  also  be  objected  that  as  English  is  not  a  phonetic 
language,  any  method  of  teaching  to  read  which  is  based 
essentially  on  phonics  is  foredoomed.  "What  can  you 
do,  rationally,  with  the  language  of  cough,  dough,  rough, 
bough?" 

A  sufficient  practical  answer  to  this  objection  is:  Rightly 
used,  phonic  methods  are  highly  effective,  even  in  English. 
This  has  been  too  thoroughly  tested  to  be  doubted.  Even 
when  wrongly  used,  phonic  methods  accomplish  results  of 
value. 

But  there  is  a  theoretical  answer  as  well,  and  this  will 
readily  suggest  itself  to  anyone  who  has  followed  the 
outline  of  the  phonic  work  for  the  first  year.  Unphonetic 
as  it  is  in  certain  aspects,  the  English  language,  with  a 

Ivi 


few  easy  adjustments,  can  be  taught  phonetically;  i.e.,  as 
a  system  of  generalizations  or  uniform  principles,  each 
covering  a  considerable  area  of  the  language.  Some  of 
these  principles  are  given  in  the  following  paragraph. 

English  not  so  Unphonetic  after  all.  Of  the  twenty 
consonants,  only  three  or  four  vary  in  sound,  and  of  the 
consonant  digraphs  only  one  varies,  at  least  so  far  as  the 
children's  experience  is  concerned.  And  these  variations, 
if  properly  dealt  with,  will  cause  but  little  trouble.  Now 
as  consonants  are  the  backbone  —  the  most  characteristic 
part  —  of  most  words,  it  follows  that  the  most  character- 
istic parts  of  most  words  are  practically  constant;  i.e., 
susceptible  of  phonic  treatment. 

With  the  vowels  the  case  is  apparently  very  different. 
But  even  among  them  there  are  great  areas  governed  by 
law. 

In  the  first  place  the  vowels  are  sharply  divided  into 
long  and  short;  that  is  the  main  distinction,  and  the  only 
distinction  necessary  to  be  made,  at  least  in  the  first  year. 
The  rules  for  telling  whether  any  given  vowel  is  long  or 
short  are  simple,  easy  to  understand,  easy  to  apply,  and  for 
the  most  part  uniform;  and  they  cover  a  surprisingly 
large  number  of  words. 

The  vowel  digraphs  {ee,  oo,  ea,  oa,  etc.)  are  largely 
amenable  to  phonic  treatment,  as  has  been  already  shown. 
There  remain  only  oi,  ew,  ou,  ow,  of  which  oi  and  ew  are 
constant  and  ou  and  ow  are  each  represented  by  two  large 
groups,  in  each  of  which  the  sound  is  constant. 

But  what  about  the  exceptions? 

In  the  first  place,  among  the  fundamental  truths  every 

Ivii 


child  should  know  is  the  truth  that  there  are  exceptions  to 
many  rules.  If,  having  once  learned  that,  as  a  rule,  ea  =  e, 
he  comes  upon  bread,  head,  dead,  feather,  weather,  he  will 
simply  note  the  exception  and  make  room  in  his  mind  for 
another  class.  This  is  not  a  very  difficult  thing  to  do.  The 
sooner  a  child  learns  to  do  it,  the  better. 

But  in  reality  the  matter  is  less  difficult,  even,  than  it 
appears  to  be,  owing  to  a  fact  that  is  often  lost  sight  of, 
viz.,  that  children  who  are  learning  to  read  are  not  dealing 
with  strange  words,  but  with  words  already  in  their  vocab- 
ulary. They  already  know  dead,  bread,  and  feather  by  ear 
and  in  speech,  and  so  in  learning  to  read  they  have  simply 
to  identify  the  bread  in  the  book  with  the  bread  in  their 
heads.  And  in  doing  this  they  are  also  helped  by  the 
context,  which  calls  for  bread  and  not  for  breed. 

Adult-made  Difficulties.  Many  of  the  supposed  diffi- 
culties in  learning  to  read  exist  only  in  the  imagination  of 
adults ;  they  trouble  the  children  very  little.  For  example, 
take  the  three  sounds  of  ed.  Logically,  they  are  difficult, 
but  in  reality  they  are  easy;  the  reason  being  that  the 
correct  pronunciation  lies  along  the  fines  of  least  resistance : 
it  is  harder  to  say  dropd  than  dropt,  harder  to  say  opened 
than  opend,  and  harder  stiU  to  say  loadd  or  loadt  for  loaded. 
Other  theoretical  difficulties,  such  as  the  two  sounds  of  s, 
fade  away  in  practice. 

The  point  is  further  illustrated  by  such  words  as  the 
following,  all  of  which  are  usually  regarded  as  ''sight 
words,"  i.e.,  as  not  amenable  to  phonic  treatment: 
says,  said,  does,  been,  your,  yours,  every.  All  these  words 
are  derivatives  and  may  be  referred  to  the  words  from  which 

Iviii 


they  are  derived.  If  a  child  at  first  pronounces  the  deriva- 
tive after  the  analogy  of  the  word  from  which  it  is  derived, 
nothing  is  easier  for  him  than  to  make  the  necessary  modi- 
fication, knowledge  and  habit  and  context  conspiring  to 
make  him  fall  into  the  "rut"  of  pronouncing  the  word 
correctly. 

Again,  it  should  be  remembered  that  whenever  it  is 
possible  to  group  "unphonetic"  words  they  become  in  so 
far  phonetic,  using  the  word  in  the  practical  sense.  For 
the  essence  of  phonetic  treatment  is,  as  has  already  been 
pointed  out,  the  dealing  with  whole  groups  as  one.  The 
following  groups  furnish  examples: 


who 

would 

one 

where 

this 

now 

come 

whose 

could 

once 

there 

that 

cow 

some 

whom 

should 

these 

bow 

do 

those 

etc. 

to 

there 
then 
though 
their 

4 

Psychological  Argument.  The  essential  argument  for 
phonics  is  a  psychological  one.  It  is  based  on  nothing 
less  than  that  view  of  the  mind  which  regards  it  as  essen- 
tially a  unifying  activity.  The  mind  tends  to  classify 
and  so  to  simplify;  to  bring  every  individual  under  some 
law;  to  deal  with  whole  groups  as  one.  It  follows  that  to 
teach  single  words  as  singles,  merely  as  objects  of  per- 
ception, calls  for  a  low  form  of  mental  activity;  and  hke 
all  activities  that  dispense  with  the  higher  forms,  this 
is  uneconomical.     It  always  pays  to  think.     ]\Iemory  re- 

lix 


inforced  by  thinking  is  always  easier,  surer,  quicker  than 
memory  by  mere  sense  repetition.  This  explains  why  it 
is  always  easier  to  remember  a  group  than  a  single  individual 
apart  from  a  group.  In  remembering  an  unattached 
individual  one  has  nothing  to  remember  it  with;  while  in 
remembering  an  individual  as  a  member  of  a  group,  one 
has  the  rest  of  the  group  to  remember  it  with.  Phonics 
is  simply  a  mode  of  conceiving  words,  for  purposes  of  identi- 
fication, as  members  of  groups,  each  group  governed  by  a 
uniform  law. 

Now  it  would  be  the  height  of  folly  to  try  to  teach  all 
the  words  of  a  language  as  "sight  words";  no  one  would 
attempt  such  a  thing.  All  systems  of  teaching  to  read  use 
some  phonics.  But  by  no  means  all  use  as  much  phonics 
as  they  should  use.  The  method  described  in  this  book, 
and  applied  lesson  by  lesson  to  the  Horace  Mann  Readers, 
.attempts  to  avail  of  the  help  of  phonics  to  the  fullest  possible 
extent,  to  the  end  that  the  work  may  be  done  with  the 
greatest  economy  and  effectiveness.  It  extends  the  appli- 
cation of  simple  phonic  rules  to  the  vast  majority  of  the 
words  dealt  with,  bringing  down  the  number  of  sight  words 
to  an  irreducible  minimum. 

It  does  not  place  the  emphasis  upon  learning  to  recog- 
nize the  greatest  possible  number  of  words  at  sight.  It 
does  place  the  emphasis  on  developing  in  each  pupil  the 
power  to  work  out  words  for  himself.  Thus  particular 
recognition,  which  is  limited  to  words  previously  met  and 
memorized,  is  replaced  by  a  general  constructive  activity, 
whereby  words  can  be  made  out  irrespective  of  whether 
they  have  or  have  not  been  met  before. 

Ix 


The  essential  difference  between  these  two  processes  of 
recognition  and  construction  should  be  clearly  realized 
by  the  teacher.  By  the  method  of  recognition  a  child 
may  learn  twenty  words  and  be  at  a  loss  to  make  out  the 
twenty-first.  By  the  method  of  construction  a  child  may 
get  from  one  word  group  a  way  of  working  that  he  can 
apply  independently  to  scores  of  new  words. 

Diacritical  Marks.  In  various  places  in  this  Manual 
teachers  have  been  warned  against  the  wrong  use  of 
diacritical  marks,  on  the  ground  that  such  use  impairs 
self-activity  and  wastes  time.  Rightly  used,  however, 
they  are  of  course  valuable  and  even  indispensable  aids. 
In  the  first  year  the  teacher  should  teach  the  meaning  and 
use  of  the  macron  and  the  breve  in  connection  with  each 
of  the  vowels.  By  this  means  a  two-fold  result  is  attained: 
(1)  the  distinction  between  long  and  short  is  intensified 
and  the  concept  of  quantity  made  clearer  through  associa- 
tion with  symbols  of  quantity;  and  (2)  the  children  are 
started  on  the  road  towards  a  ready  and  skilful  use  of  the 
dictionary.  The  steps  to  this  end  are  carefully  laid  out  in 
the  Daily  Lesson  Plans. 

In  addition  to  using  marks  of  quantity,  teachers  will 
often  find  it  convenient  to  cross  out  silent  letters  and 
letters  that  have  no  function  to  perform,  as  g  in  gnaw; 
but  care  should  be  taken  not  to  cross  out  silent  letters 
that  indicate  the  quantity  of  some  other  letter,  as  e  in  ate 
and  a  in  each. 

The  same  principle  applies  to  the  use  of  the  macron 
and  the  breve.  Except  for  the  purpose  of  teaching  their 
meaning,  these  marks  should  never  be  used  unnecessarily, 

1x1 


as  with  a  in  ate,  where  the  e  indicates  the  quantity  quite  as 
effectively  as  any  diacritical  mark  could. 

Spelling.  The  complaint  has  often  been  made  that  the 
teaching  of  reading  by  the  phonic  method  renders  the 
teaching  of  spelling  more  difficult.  Applied  to  those 
methods  which  depend  largely  upon  diacritical  marks  or 
upon  mere  repetition  drill,  this  complaint  is  undoubtedly 
well  founded.  If  children  are  trained  to  depend  upon 
diacritical  props,  they  must  necessarily  be  more  or  less 
confused  when  these  props  are  removed.  Mere  repetition 
soon  becomes  monotonous,  deadens  interest,  weakens 
attention,  blunts  perception,  and  develops  bad  mental 
habits. 

These  objections  cannot  be  urged  against  the  problem 
method  of  teaching  phonics  described  in  this  Manual. 
Here  there  are  no  artificial  props  to  be  removed.  The 
child  sees  each  character  just  as  he  always  will  see  it  out- 
side of  a  dictionary.  Here,  too,  every  problem  demands 
close  attention  and  clear  and  accurate  visualization,  and 
these  are  the  foundations  of  spelling.  "When  the  teacher 
in  the  reading  hour  trains  her  class  to  note  accurately  the 
form  of  the  new  words,  to  distinguish  carefully  these  words 
from  related  words,  so  that  the  visual  image  is  absolutely 
definite,  she  is  doing  excellent  work  in  spelling.  .  .  .  Such 
training  develops  the  habit  of  spelling  correctly."  (Mary 
E.  Laing,  Reading,  A  Manual  for  Teachers,  page  55.) 
Moreover,  if  these  problems  are  properly  handled,  they 
awaken  as  much  interest  and  enthusiasm  as  any  school 
exercise  whatever. 

In  addition,  the  exercises  in  ear  training  and  enunciation 

Ixii 


laid  down  in  this  Manual  cannot  fail  to  react  favorably 
upon  the  child's  spelling,  since  they  tend  to  sharpen  the 
hearing  and  to  render  the  motor  activities  of  the  vocal 
organs  both  definite  and  accurate. 

The  fact  is  that  experience  has  demonstrated  that  chil- 
dren taught  by  this  method  learn  incidentally  to  spell  an 
unusually  large  number  of  words. 

Phonogram   Cards 

For  Rapid  Phonic  Drills.  Use  only  phonograms  pre- 
viously taught.  Hold  cards  in  the  left  hand  about  as  high 
as  the  shoulder.  With  the  right  hand  take  a  card  from  the 
back  of  the  pack.  Hold  this  card  for  an  instant  where  the 
child  can  see  it  clearly.  Then  with  a  brisk  movement 
return  it  to  the  pack,  placing  it  in  front.  During  this 
return  movement,  call  upon  the  pupil  who  is  to  answer. 
Since  the  object  of  these  drills  is  to  train  pupils  so  that 
the  sight  of  the  symbol  will  cause  an  immediate,  correct, 
and  automatic  vocal  response,  demand  prompt,  clear,  and 
accurate  answers.  Do  not  allow  the  work  to  drag;  if  one 
pupil  hesitates,  call  upon  another.  Use  concert  drill  with 
great  caution.     Give  special  drills  to  those  who  lag  or  fail. 

For  Word  Building.  In  the  chalk  tray  at  the  bottom  of 
the  blackboard  place  a  familiar  phonogram;  e.g.,  at.  To 
this  prefix  various  phonograms  which  will  make  words,  as 
b,  c,  f,  h,  m,  p,  r,  s,  etc.  Initial  phonograms  may  be  used 
in  the  same  manner.  For  instance,  to  the  phonogram  st 
may  be  added  a^id,  ay,  ill,  all,  etc. 

The  main  object  of  this  work  is  to  develop  skill  in  uniting 

Ixiii 


or  *' blending,"  readily  and  correctly,  the  different  phonic 
elements  of  which  words  are  composed.  This  work  re- 
quires more  thinking  on  the  part  of  the  pupils  than  the 
phonic  drill  described  above.  The  work,  therefore,  should 
be  done  with  more  deliberation  and  less  speed.  The 
blending  of  the  separate  elements  may  be  done  orally  or 
silently;  the  latter  is  the  better  method. 

SUPPLEMENTARY    READING 

Every  teacher  of  reading  wishes  her  children  to  be- 
come intensely  and  self-actively  interested  in  their  reading 
work;  she  wishes  them  to  acquire,  and  acquire  quickly,  a 
large  reading  vocabulary;  to  develop  a  quick  and  accurate 
grasp  of  content  and  the  resulting  ability  to  make  out  new 
words  from  the  context;  and,  finally,  as  a  summation  of 
all  these,  she  wishes  them  to  develop  the  reading  habit  and 
a  taste  for  the  good  things  found  in  books. 

To  obtain  these  most  desirable  results,  adequate  means 
must  be  employed.  In  many  schoolrooms,  it  is  to  be 
feared,  the  only  means  employed  is  the  regular  class  reading 
exercise  with  a  single  basal  text,  an  exercise  quite  inade- 
quate for  the  purpose.  Its  greatest  defects  are  weakness 
of  motivation  and  waste  of  time. 

Children,  like  adults,  read  books  to  get  thought,  to  make 
the  book  tell  its  story.  Their  chief  interest  always  centers 
in  content,  never  in  form.  This  interest  in  the  thought 
content  is  vital,  fundamental.  Like  the  light  of  the  sun, 
it  illuminates  and  vitalizes  everything  it  touches.  It  is 
pervasive,  reaching  and  transforming  all  the  merely  formal 

Ixiv 


exercises,  all  the  drudgery,  of  the  reading  work.  When  the 
child  comes  thoroughly  to  realize  that  "the  art  of  reading 
is  the  art  of  finding  stories  in  books,"  he  will  apply  himself 
to  learn,  however  difficult  the  process  may  be  for  him. 

Unfortunately,  this  vital  interest  in  content  does  not 
always  operate  very  actively  in  the  regular  class  exercise  in 
reading.  Before  the  regular  reading  period,  each  child 
has  probably  read  through  the  lesson  for  the  day  and  more 
or  less  thoroughly  mastered  its  content.  Naturally  he  cares 
little  more  about  it  —  it  is  fiat,  stale,  and  unprofitable  to 
him.  Why  should  he  wish  to  read  the  same  thing  over 
again  so  soon?  Why,  especially,  should  he  wish  to  spend 
forty  minutes  with  forty  other  children  in  doing  what  he 
could  do,  better  perhaps,  by  himself  in  much  less  time? 

There  is  another  motive  for  reading  too  often  absent  in 
the  reading  class;  namely,  the  desire  to  transmit  thought, 
to  make  the  book  tell  its  story  to  some  one  else.  To  read 
well,  the  reader  requires  an  audience,  a  real  audience  com- 
posed of  people  who  actually  desire  to  hear  what  is  read. 
In  the  ordinary  class  exercise  in  reading  this  real  audience 
is  lacking.  Each,  having  mastered  for  himself  the  thought 
in  the  lesson  for  the  day,  supposes  that  every  other  child 
has  also  mastered  it.  He  does  not  care  very  greatly  to 
hear  the  other  children  read  —  why  should  they  care  to 
hear  him  read?  This  lack  of  a  genuine  audience  is  one  of 
the  chief  causes  of  the  weak,  mumbling,  indifferent  oral 
reading  that  is  so  frequently  heard  in  our  classrooms. 
Give  a  boy  an  interesting  book  which  no  other  child  in  the 
class  is  reading,  make  him  feel  that  the  others  really  want 
to  hear  what  he  reads,  and  he  will  rouse  up  at  once,  and  if 

Ixv 


the  habit  of  mumbUng  has  not  become  too  firmly  fixed, 
he  will  read  with  comparative  clearness  and  power. 

Children  learn  to  read  by  reading;  practice  alone  gives 
facility  and  power.  If  a  class  contains  forty  pupils  (a 
moderate  estimate)  and  the  time  devoted  to  class  reading 
amounts  to  forty  minutes,  each  pupil  can  average  but 
one  minute  per  day,  of  actual  oral  reading.  During  the 
remainder  of  the  time  he  is  a  passive  recipient,  if,  indeed,  he 
be  a  recipient  at  all.  In  reading,  as  in  all  other  educative 
processes,  self-activity  is  indispensable.  In  so  far,  then, 
as  the  regular  class  exercise  becomes  an  exercise  in  which  at 
any  given  time  one  child  only  is  active,  while  all  the  others 
are  relatively  passive,  it  becomes  an  exercise  of  exceedingly 
doubtful  value. 

Enough  has  been  said  to  show  that  the  mere  daily  class 
exercise  with  a  basal  reader  is  not  sufficient  to  awaken 
and  keep  alive  that  personal  hunger  for  reading,  or  to  give 
that  breadth  and  variety  of  reading  experience  needed  to 
develop  facility  and  power.  Something  else  is  needed,  and 
this  is  found  in  an  early  and  constant  use  of  supplementary 
reading. 

In  every  classroom  there  should  be,  in  addition  to  the 
regular  basal  reader,  several  sets  of  reading  books,  and  one 
or  more  periods  per  week  should  be  devoted  to  their  use. 
No  effort  should  be  made  to  read  these  books  through  from 
beginning  to  end.  The  teacher  should  select  from  them 
lessons  and  stories  which  are  somewhat  easier  than  those 
the  class  is  dealing  with  in  the  basal  reader.  Class  reading 
in  these  supplementary  books  should,  for  the  most  part,  be 
sight  reading.     If  the  children  meet  with  a  word  which 

Ixvi 


they  cannot  make  out  readily,  either  phonically  or  from  the 
context,  the  teacher  should  give  the  word  and  let  the  read- 
ing proceed.  The  children  should  be  encouraged  to  take 
these  books  home  and  to  select  stories  in  them  that  they 
can  work  out  by  themselves ;  and  when  they  have  mastered 
these  selected  stories  they  should  be  allowed  and  encour- 
aged to  read  them  to  the  teacher,  to  the  class,  or  to 
another  class.  In  this  work  the  teacher  should  not  be 
too  exacting.  Even  if  the  child  does  at  first  nothing 
more  than  to  pick  out  from  the  page  the  words  he  knows, 
he  will  be  gaining  in  facility  and  power  and,  above  ail, 
in  interest. 

The  teacher  should  cut  out  from  old  text  books,  papers, 
and  magazines,  short  stories  and  poems  and  paste  them 
upon  cards.  These  cards  should  be  distributed  to  indi- 
vidual pupils  for  their  individual  study,  and  when 
mastered  they  should  be  read  aloud. 

Short  stories  or  poems  (from  Mother  Goose,  the  Goop 
books,  or  ^sop's  Fables,  for  example)  should  be  selected 
and  placed  upon  the  board.  They  will  attract  the  chil- 
dren's attention  and  arouse  their  curiosity.  Let  them  work 
over  these  stories  without  help  from  the  teacher.  After 
two  or  three  days  they  should  be  read  aloud  by  several  of 
the  pupils  in  turn  and  then  erased.  At  this  final  reading 
help  should  be  given  if  necessary,  but  never  till  it  is  certain 
that  no  child  can  supply  the  assistance  needed.  If  these 
pieces  contain  new  words,  some  of  them,  especially  those 
which  the  children  are  soon  to  meet  in  their  basal  reader, 
may  be  kept  upon  the  board  for  a  few  days  and  gone  over 
occasionally.     If  these  stories  have  been  well  chosen  they 

Ixvii 


will  awaken  interest,  stimulate  enthusiasm,  and  add  greatly 
to  the  progress  of  the  reading  work. 

"Every  schoolroom  should  have  its  own  little  collection 
of  choice  books  adapted  to  the  stage  of  development  of 
the  children,  and  in  periods  of  leisure,  before  school,  after 
school,  at  the  rainy  day  recess,  or  in  leisure  moments  of 
finished  lessons,  the  children  should  be  allowed  to  use  these 
books  freely.  We  should  remember  that  the  average  home 
represented  by  children  in  the  public  schools  has  a  meager 
stock  of  the  best  books  for  children."  (Mary  E.  Laing, 
Reading,  A  Manual  for  Teachers.) 

Besides  using  these  books  in  the  manner  described  above, 
the  children  should  be  permitted  and  encouraged  to  take 
them  home  and  to  read  them  to  their  parents  or  other 
members  of  the  family.  If  the  co-operation  of  the  home 
can  be  secured  in  this  work  much  will  be  gained.  When 
the  book  is  returned,  the  teacher  should  find  out  whether 
the  child  has  read  it  through,  and  if  he  has  not,  why. 
This  work  should  always  be  voluntary,  but  at  the  same  time 
the  children  should  be  encouraged  to  read  their  books 
through.  For  small  children  there  should  be  little  books 
which  they  can  read  completely  through  in  no  very  long 
time  and  with  no  very  great  strain.  To  the  little  child  it 
is  a  distinct  achievement  to  read  a  book  completely  through, 
—  a  much  more  stimulating  feat  than  to  read  a  short  story 
from  a  big  book.  Every  such  achievement  should  receive 
from  the  teacher  some  special  mark  of  approbation.  Some 
record  of  each  child's  achievements  along  this  line  should 
be  kept. 

It  is  a  great  mistake  to  suppose  that  the  cultivation  of 

Ixviii 


the  library  habit  must  be  left  for  the  higher  grades.  On 
the  contrary,  work  with  supplementary  reading  in  library 
books  should  begin  as  early  as  the  middle  of  the  first  term. 
But  it  is  not  enough  merely  to  hand  out  these  books;  the 
teacher  must  be  constantly  watchful,  helpful,  and  encour- 
aging. She  must  exercise  that  constant  and  benevolent 
supervision  which  Pestalozzi  justly  declared  is  the  true 
function  of  the  teacher.  She  must  be  loving  and  sym- 
pathetic and  make  the  children  feel  free  to  come  to  her  for 
help  they  so  often  need. 

If  this  work  is  rightly  managed,  each  child  in  the  Primer 
class  will  have  read  by  himself,  before  the  close  of  the  term, 
several  short  stories,  while  many  will  have  mastered  several 
little  books.  In  so  doing,  they  will  have  begun  to  form 
the  library  habit  and  to  develop  a  sound  and  discriminating 
taste  for  good  literature.  "  The  reading  habit,  reading 
power,  is  the  most  precious  intellectual  gift  that  the  school 
holds  for  the  child.  If  this  habit  fail  of  initiation  in  the 
first  year,  there  is  for  the  average  child  but  slender  chance 
of  its  afterward  being  induced  with  real  vigor  and  power." 
(Mary  E.  Laing.) 

But  where,  it  may  be  asked,  can  the  teacher  find  the 
time  for  this  work?  The  answer  is  that,  rightly  managed, 
it  does  not  require  any  very  great  amount  of  time.  And 
further,  it  is  well  worth  all  the  time  it  may  take.  It  is  not 
such  work  as  this  which  wastes  time;  the  time  waste  lies 
commonly  in  the  recitation.  Dr.  Harris  and  others  have 
repeatedly  pointed  this  out  and  all  progressive  educators  are 
seeking  a  remedy.  Everj'where  the  cry  is  that  all  children 
are  being  leveled  down  to  or  below  mediocrity  and  that  we 

Ixix 


must  teach  the  individual.  Well,  this  method  of  handling 
supplementary  reading  does  teach  the  individual  and  there- 
fore solves  the  difficulty  so  far  as  reading  is  concerned. 

The  teacher  must  always  remember  that  true  teaching  is 
largely,  very  largely,  a  matter  of  stimulation,  enthusiasm, 
and  interest.  Fortunately  these  are  contagious.  If  the 
teacher  exhibits  enthusiasm  and  interest  in  the  reading 
work,  the  pupils  will  surely  develop  acute  cases  of  the  same. 

To  secure  a  high  degree  of  success  in  this  work,  the 
teacher  should  make  herself  familiar  with  a  wide  range 
of  child  literature  and  avail  herself  of  it  to  the  utmost 
possible  extent. 

For  the  convenience  of  the  teacher,  a  list  of  supple- 
mentary reading  books  suitable  for  first  year  classes  is 
given  below. 

TEXT   BOOKS 

The  Horace  Mann  Practice  Primer,  Hervey  and  Hix 

Banbury  Cross  Stories,  Howard 

Book  of  Nursery  Rhjanes,  Book  I,  Welsh 

Book  of  Nursery  Rhymes,  Book  II,  Welsh 

Child  Life,  First  Reader,  Blaisdell 

A  Child's  Garden  of  Verses,  Stevenson 

Choice  Literature,  I,    Williams 

Classics,  Old  and  New,  I,  Alderman 

The  Eugene  Field  Reader 

Folk  Lore  Primer,  Graver 

Folk  Lore  First  Reader,  Graver 

Golden  Treasury,  Primer,  Stebbins 

Golden  Treasury,  First  Reader,  Stebbins 

Graded  Classics,  I,  Norvel  and  Haliburlon 

Heart  of  Oak  Reader,  Book  I,  Norton 

Hiawatha  Primer,  Lonqjellow-Holbrook 

The  Indian  Primer,  Fox 

The  Jingle  Primer,  Brown  and  Bailey 

Language  Readers,  Primer  and  First  Reader,  Baker  and  Carpenter 

Ixx 


The  McCloskey  Primer,  McCloskey 

Once  Upon  a  Time  Stories,  Hix 

The  Overall  Boys,  Graver 

The  Progressive  Road  to  Reading,  Book  I,   BurchiU,  Ettinger  &  Shimer 

The  Progressive  Road  to  Reading,  Book  II,  BurchiU,  Ettinger  &  Shimer 

Rhymes  and  Fables,  Thompson 

Riverside  Primer,  Van  Sickle  &  Seegmiller 

Riverside  First  Reader,  Van  Sickle  &  Seegmiller 

Stevenson  Reader,  Bryce 

The  Summers  Primer,  Summers 

The  Summers  First  Reader,  Summers 

Sunbonnet  Babies,  Grover 

Two  Little  Runaways,  Hix  and  Hervey 

LIBKARY   BOOKS 

^sop's  Fables,  Various  Editions 

Animal  Nursery  Rhymes 

Benjamin  Bunny,  Potter 

Boy  Blue  and  liis  Friends,  Blaisdell 

Child  Stories  and  Rhymes,  Poulsson 

The  Chinese  Mother  Goose  Rhymes,  Headland 

The  Elm  Tree  Fairy  Book,  Johnson 

Fairy  Tales  (Grimm),  Different  Versions 

Fairy  Tales  and  Fables,  Baldwin 

Fairy  Tale  of  a  Fox,  etc..  Bates 

Father  and  Baby  Plays,  Poulsson 

Finger  Plays,  Poulsson 

Goops,  Burgess 

How  to  Tell  Stories  to  Children,  Bryant 

In  the  Child's  World,  Poulsson 

Just  So  Stories,  Kipling 

More  Goops,  Burgess 

Mother  Goose,  Johnson 

Mother  Goose,  Various  Editions 

Mother  Goose  in  Prose,  Smith 

Nursery  Rhyme  Book,  Laiig 

The  Oak  Tree  Fairy  Book,  Johnson 

Peter  Rabbit,  Potter 

Rhymes  and  Stories,  Lansing 

Runaway  Donkey,  Poidsson 

The  Sandman  and  his  Farm  Stories,  Hopkins 

The  Sandman,  Alore  Farm  Stories,  Hopkins 

Ixxi 


Short  Stories  for  Little  Folks,  Bnjce 

Sing-Song  —  A  Nursery  Rhyme  Book,  Rossetti 

Sno\\Tnan  and  Other  Stories,  La7ig 

Stories  to  Tell  to  Children,  Bryant 

Three  Blind  Mice,  Ivimey 

Thro'  the  Farmyard  Gate,  Poulsson 

Sugar  and  Spice  and  All  That's  Nice 


THE   GROUP  SYSTEM 

The  "Group  System'^  versus  "  Whole  Class '^  Recitation. 
—  In  spite  of  individual  differences,  all  normal  children  are 
very  much  alike,  not  only  in  their  bodily  organs  but  in  their 
mental  capacities  and  habits.  These  common  elements  of 
child  nature  furnish  a  justification  for  the  common  class 
exercise.  Within  proper  limits  and  skillfully  managed,  the 
whole  class  recitation  is  a  valuable  means:  it  saves  time, 
awakens  emulation,  arouses  enthusiasm  and  interest,  and 
stimulates  self-activity.  But  when  it  chains  together 
month  after  month  and  term  after  term  pupils  of  unequal 
capacities  and  attainments;  or  when  it  sacrifices  the  needs 
and  interests  of  individuals  to  the  demands  of  a  rigid  uni- 
formity, the  limit  of  efficiency  is  passed.  Mass  teaching 
should  at  that  point  give  way  to  a  more  individualizing 
plan. 

Such  a  plan  is  offered  in  the  ''group  system."  This 
takes  into  account  the  fact  that  effective  teaching  is  a  mat- 
ter of  adjustment,  —  the  adjustment  of  the  subject  matter 
to  the  needs,  the  capacities,  the  interests,  and  the  experi- 
ences of  the  individual.  Under  the  ''Whole  Class"  recita- 
tion this  adjustment  is  necessarily  imperfect;  under  the 
"  Group  System  "  it  is  much  more  effective. 

Ixxii 


The  teacher  will  find  that  after  the  first  few  days  her 
pupils  fall  into  three  distinct  groups,  and  she  should  divide 
the  class  accordingly.  But  even  within  these  groups  there 
should  be  room  for  individual  work  and  an  individual  rate 
of  progress.  For  while  President  Eliot's  assertion  that  ''We 
should  try  to  make  children  as  different  as  possible  as  fast 
as  we  can,"  is  doubtless  somewhat  extreme,  it  nevertheless 
suggests  an  important  truth:  no  teaching  should  aim  at  a 
deadening  uniformity  either  in  progress  or  in  product; 
all  teaching  should  aim  to  develop  individual  capacity, 
and  to  encourage  an  individual  rate  of  progress.  Every 
pupil,  therefore,  is  entitled  to  enough  of  the  teacher's  atten- 
tion to  enable  him  to  progress  to  the  limit  of  his  capacity, 
and  as  soon  as  a  pupil  has  shown  that  he  belongs  in  another 
group,  whether  a  higher  or  a  lower  one,  he  should  be  placed 
in  that  group. 

If  this  plan  is  faithfully  carried  out,  along  with  the  sug- 
gestions for  supplementary  reading  given  in  the  Manual, 
a  great  stimulus  to  the  interest,  the  self-activity,  and  the 
progress  of  the  pupils  is  likely  to  result.  For  suggestions 
as  to  the  management  of  the  ''Group  System"  see  Teach- 
ing Children  to  Study,  by  Olive  M.  Jones,  etc..  The  Grading 
of  Schools,  by  W.  J.  Shearer,  and  An  Ideal  School,  by  P.  W. 
Search. 


Ixxiii 


PART   II 

DAILY  LESSON  PLANS 
HORACE    MANN    PRIMER 


INTRODUCTORY    LESSONS* 

LESSON    I 

Conversation,  Singing,  Playing 

1.  Conversation.  Let  the  teacher  first  of  all  establish  a 
relation  with  the  children  and  lead  them  to  express  them- 
selves. One  way  to  do  this  is  by  conversation.  Encour- 
age the  children  to  express  themselves  freely  about 
anything  that  interests  them,  —  familiar  objects,  pets,  the 
baby  brother  and  sister  at  home,  games,  etc.  Preliminary 
work  of  this  kind  is  particularly  necessary  in  schools 
where  many  of  the  children  are  of  foreign  parentage,  and 
do  not  understand  or  speak  English  readily. 

2.  Greeting.  A  good  way  to  establish  friendly  rela- 
tions, to  teach  the  language  (where  necessary),  and  to 
furnish  a  basis  for  the  reading  later  on,  is  through  the  ordi- 
nary greetings,  "Good  morning,"  "How  do  you  do?" 
etc.  For  example:  In  a  certain  New  York  Public  School 
a  large  proportion  of  the  children  come  from  homes  in 
which  English  is  not  used.  These  children  understand 
httle  or  no  English  when  they  enter  school.  One  of  the 
teachers,  in  seeking  for  some  basis  of  understanding  and 
intercourse,   hit   upon   the  simple  greeting   as   the   most 

*  The  Introductory  Lessons  are  optional.  If  the  teacher  so  desires, 
the  work  may  begin  at  once  with  the  Daily  Lesson  Plans  on  page  19. 

3 


natural  way  of  beginning.  ''Good  morning,"  she  said, 
accompanying  the  words  with  a  bow  and  smile  of  greet- 
ing. Many  of  the  children  did  not  understand  her  and 
very  few  acted  as  if  they  did.  ''Good  morning,"  she 
repeated,  again  and  again.  The  children  were  quick  to 
respond,  and  almost  before  they  knew  it,  they,  too,  were 
bowing  and  smiling  and  saying  "  Good  morning." 

3.  Singing  and  Playing.  One  of  the  best  ways  of  begin- 
ning work  in  reading  is  to  lead  the  children  to  do  something 
together  zestfully;  for  example,  singing  together  some  action 
song  that  is  familiar  to  at  least  part  of  the  class,  and  that 
can  be  easily  learned  by  the  rest. 

"  I  put  my  little  hands  in,"  Horace  Mann  Primer, 
page  7,  is  well  suited  to  this  purpose.  The  children  form 
a  ring  (or  a  line).  The  teacher  sings  the  words  and  makes 
the  appropriate  motions.  The  children  join  in  as  they 
can.  All  will  soon  know  words,  music,  and  motions. 
For  the  first  day  it  is  a  good  plan  to  adjourn  to  the  kinder- 
garten room,  if  possible,  in  order  to  have  a  piano  accom- 
paniment and  greater  freedom. 


LESSON   II 

I  Put  my  Little  Hands  In 

Action  Rhyme,  Chart,  Primer 

1.  Following  the  Chart.  Hang  a  chart  (see  note) 
containing  the  rhyme  —  "I  put  my  little  hands  in" — • 
in  full  view  of  the  class.     Have  the  children 

4 


(a)  Sing  and  act  the  rhyme; 
(5)  Say  and  act  the  rhyme; 

(c)  Sing  (and  later  say)  the  words,  following  them  on 
the  chart  as  the  teacher  points. 

As  soon  as  they  can,  the  children  may  be  allowed  to 

(d)  Point  to  the  lines  on  the  chart  as  the  words  are 
sung  or  said. 

As  the  words  are  said  by  the  children  some  attention 
should  be  given  to  phrasing,  thus :  I  put  |  my  little  hands  | 
in. 

The  pointing  by  the  teacher  should  be  according  to  the 
phras.ng. 

2.  The  Primer.  Place  the  Horace  Mann  Primer  in 
the  hands  of  the  children.  Introduce  them  to  it  more  or 
less  formally  —  to  the  cover,  to  the  frontispiece  (both  of 
which  foreshadow  stories  which  'they  will  read  for  them- 
selves when  they  have  learned  how')  and  to  the  reading. 
('Wouldn't  they  like  to  know  what  the  words  say?') 

3.  Finding  the  Whole  Rhyme  in  the  Book.  (Problem) 
Tell  the  children  that  the  same  rhyme  that  is  in  the  chart 
is  somewhere  in  the  Primer.  Would  they  like  to  hunt  for 
it?  Perhaps  a  third  of  the  class  will  succeed  at  the  first 
trial;  more  at  the  second. 

They  may  also  be  taught  how  to  find  page  7. 

4.  Following  the  Rhyme  in  the  Primer.  Have  the 
children  say  the  rhyme  while  pointing  to  the  lines  (and 
later  to  the  phrases)  in  the  Primer. 

Note.  —  Of  course  the  blackboard  may  be  used  instead 
of  a  chart,  but  the  chart  has  the  advantage  of  being  perma- 
nent.    The  chart  may  be  made  of  a  sheet  of  manila  paper 

5 


about  30  inches  square.  The  words  may  be  printed  with  a 
brush  or  a  rubber  pen  and  ordinary  ink,  with  a  black  wax 
crayon,  or  with  a  price  marker. 


LESSON     III 

The  Good  Morning  Song 

Song,  Problems 

1.  Review.  Follow  the  rhyme,  ''I  put  my  little  hands 
in,"  on  the  chart  and  in  the  Primer. 

2.  Teaching  the  Song.  (See  Note.)  Teach  the  Good 
Morning  Song  (Horace  Mann  Primer,  page  12,  first  and 
second  stanzas).  Sing  the  first  stanza  (the  teacher's 
part)  to  the  children.  Teach  them  to  sing  the  second 
stanza  (the  children's  part)  to  the  teacher.  See  that 
both  stanzas  are  sung  with  spirit  and  with  appropriate 
gestures. 

3.  Following  the  Song  in  Chart  and  Primer.  Have 
the  children  sing  (and  say)  the  Good  Morning  Song, 
looking  at  the  chart  while  the  teacher  (and  later  one  of 
the  children)  points  phrase  by  phrase.  Have  them  find 
the  song  in  the  book.  Let  them  say  the  words,  pointing 
to  the  successive  lines  in  the  book. 

4.  Finding  Whole  Lines.  (Problem.)  Hang  the  two 
charts  side  by  side.  "  Who  will  come  and  point  to  some 
line  he  knows?  Read  it.  Who  will  point  to  a  line  that 
says,  'Good  morning  to  you'?  Read  it.  Who  will 
point   to   another   line   that   says   the   same?     Who   will 

6 


point  to  the  line  that  says,  'I  put  my  httie  hands  in'? 
Read  it."     Etc.     Etc. 

5.  Finding  Phrases.  (Problem.)  "  Who  will  point  to 
'Good  morning'?  Read  it.  Point  to  another  'Good 
morning.'  Find  'Good  morning'  in  your  books.  Point 
to  it.  Come  up  and  show  me"  (or  "point  to  it  as  I  pass 
through  the  aisles"). 

If  the  stanzas  have  been  printed  on  the  blackboard, 
the  phrases  may  be  underlined  or  erased  as  identified  by 
the  children. 

Note.  —  In  preparation  for  the  next  exercise  have  the 
song  printed  on  a  chart  or  on  the  blackboard. 


LESSON  IV 

Ear    Training,   Labeling 

1.  Review.  Sing  the  Good  Morning  Song  with 
expression.  Follow  the  action  rhyme  and  the  song  on 
the  charts  and  in  the  Primer.  Find  and  read  the  lines 
and  phrases  already  taught. 

2.  Lines  and  Phrases.  "Who  will  point  to  the  hne 
that  says,  'I  put  my  Httle  hands  out'?  Read  it.  Who 
will  point  to  the  line  that  says,  'We're  glad  to  see  you  '? 
Read  it.  James,  you  may  come  and  read  this  line.  Kate 
you  may  come  and  read  this  line."  Etc.  Etc.  "  Who 
will  point  to  'Good  morning'?  Now  I  will  cover  it. 
Who  can  read  the  rest  of  the  line.  Point  to  another 
'to  you.'     Fannie,  you  may  point  to  another  'to  you.' 

7 


How  many  can  point  to  where  it  says,  '  to  you  '  in  the 
Primer? "     Etc.     Etc. 

3.  Ear  Training.  Let  the  teacher  strike  with  pencil 
or  eraser  various  objects,  as  the  bell,  the  desk,  the  black- 
board, while  the  children  look  and  listen.  Then  have 
them  close  their  eyes  while  the  teacher  strikes  one  of  the 
objects  struck  before.  ''Who  can  tell  what  I  am  striking 
now?     What  did  I  strike  it  with?" 

4.  Enunciation.  The  greatest  care  should  be  taken 
by  the  teacher  to  enunciate  clearly  and  distinctly.  See 
that  the  children  do  the  same.  Do  not  permit  them  to 
form  the  habit  of  saying  goo  or  dood  for  good,  mornin'  or 
mawnin'  for  morning,  or  goils  for  girls. 

5.  Labeling.  Let  several  children  wear  cards  contain- 
ing their  names. 


LESSON  V 
Word  Games 

Look  and  Do,   Matching,  Hunting 

1.  Review.  Find  and  read  lines  and  phrases  on  the 
charts  and  in  the  Primer. 

2.  From  Lines  and  Phrases  to  Words.  Have  the 
children  repeat  the  action  rhymes  as  the  teacher  (or  one 
of  the  children)  points  to  the  chart.  When  the  words 
clap,  clap,  clap,  are  reached  have  the  children  clap,  rhyth- 
mically, once  to  each  word.  The  teacher  indicates  unmis- 
takably by  her  voice  and  by  the  pointer  that  those  three 

8 


words  mean  clap.     She  may  underline  them,  and  write 
them  in  different  places  on  the  blackboard. 

3.  The  Look  and  Do  Game.  ''Now  we  are  going  to 
play  a  game,  —  the  Look  and  Do  game.  Watch  the  pointer. 
Keep  very  still  until  the  pointer  comes  to  the  right  place. 
When  the  pointer  comes  to  clap,  then  you  may  clap. 
If  anyone  claps  in  the  wrong  place  he  is  caught;  and  so  is 
anyone  who  does  not  clap  in  the  right  place.'' 

The  game  may  be  varied  by  having  the  children  say  the 
words  instead  of  clapping;  also  by  designating  individual 
children,  instead  of  the  whole  class,  to  clap  when  the  words 
are  reached;  and  by  having  various  children  point. 

4.  Matching  Words.  (Game.)  On  separate  cards 
print  the  following  words,  making  them  as  nearly  as  pos- 
sible like  those  on  the  charts:  clap,  hands,  in,  out,  shake, 
Good  morning. 

"  Now  we  are  to  play  a  new  game  —  the  Matching 
game.  Watch  this  card.  When  it  comes  to  the  right 
word,  —  the  same  word  in  the  chart  —  you  may  raise  your 
hands.  WTien  I  say  'WTiat  is  it'?  (or  nod  my  head)  you 
may  tell  me  the  word.  If  anyone  raises  his  hand  in  the 
wrong  place  he  is  caught,  and  so  is  anyone  who  doesn't 
raise  his  hand  in  the  right  place;  and  so  is  anyone  who 
says  the  wrong  word." 

The  teacher  now  passes  a  word  card  (for  example  one 
having  on  it  clap  or  Good  morning)  under  each  line  of  the 
chart  (or  of  both  charts),  pausing  a  moment  under  each 
word.  The  children  watch  attentively;  compare  the  word 
(or  phrase)  on  the  card  with  the  words  of  the  chart;  raise 
their  hands  when  the  words  match;  and  tell  the  word 

9 


when  the  teacher  asks  'What  is  it'?  or  nods  her   head. 
(See  Note.) 

5.  Enunciation  and  Ear  Training.  As  in  previous 
lessons. 

6.  Labeling.  Label  individual  children  "A  boy," 
"a  girl,"  and  associate  the  sight  of  the  words  with  the 
saying  of  them. 

Have  the  children  give  the  cards  containing  proper 
names  to  their  owners.     (Problem.) 

7.  Word  Hunting.  Have  the  children  find  A  boy  and 
A  girl  (corresponding  to  the  labels)  in  their  books.  (Prob- 
lem.) 

Note.  —  The  teacher  can  best  judge  when  the  children 
are  ready  to  match  another  word.  In  general  the  work 
should  begin  very  gradually. 

Matching  words  is  one  of  the  earliest  and  most  effective 
forms  of  word  study.  It  requires  less  of  the  children  than 
the  remembering  of  a  word  which  has  been  associated  with 
an  object  or  an  action;  and  much  less  than  the  identify- 
ing of  a  word  in  its  connection  or  the  naming  of  an  isolated 
word.  It  trains  the  sense  of  form  and  exercises  observa- 
tion, comparison,  and  judgment,  and  it  leads  the  children 
to  look  out  for  marks  whereby  to  identify  the  words  by 
themselves. 


10 


LESSON  VI 

"I  Give  my  Little    Hands  a  Shake,  Shake,  Shake" 

Varying  the  Rhyme 

1.  Review.  Sing  the  action  rhyme  and  play  the  game 
with  spirit.  Find  and  read  hnes,  phrases,  and  words. 
'Look  and  do.' 

2.  Varying  the  Rhyme.  Sing  the  song  and  play  the 
game,  substituting  shake  for  clap.  Then  turn  to  the  chart. 
"It  is  not  right  now,  we  must  change  it.  Where? 
How?"  The  teacher  has  ready  a  new  line:  "a  shake, 
shake,  shake,"  which  she  places  over  the  corresponding 
line  in  the  chart.  The  new  words  may  be  printed  on  the 
blackboard  also. 

Now  proceed  as  in  previous  lessons  until  the  new  word 
is  learned.     (See  Note.) 

3.  Word  Matching.  Have  the  children  match  one 
or  more  new  words.  (See  V,  4.)  Vary  by  having  the 
children  read  from  the  beginning  of  the  line  to  and  includ- 
ing the  word,  after  naming  it. 

4.  Finding  Words.  Have  the  children  find  (on  the 
chart  and  in  the  book)  the  words  (phrases)  they  have 
matched.  "Who  will  point  to  a  word  he  knows?  Read 
it.  Who  will  find  clap,  shake,  hoys,  Good  morning, 
hands?" 

5.  The  Look  and  Do  Game.  (Silent  reading.)  The 
teacher  points  to  words  or  lines  indicating  action. 
The  children  are  to  perform  the  action  indicated.     E.g., 

11 


Clap,  clap,  clap;  shake,  shake,  shake;  I  put,  etc.;  / 
turn,  etc. 

As  the  phrases  right  foot,  right  hand,  etc.,  are  learned, 
the  children  may  respond  by  shaking  the  right  foot,  etc., 
as  the  teacher  (or  pupil)  points. 

Vary  the  game  by  having  one  child  point  while  the 
rest  look  and  do. 

Vary  it  also  by  having  children  volunteer  to  point  and 
do  while  the  rest  look. 

6.  Enunciation  and  Ear  Training.  As  in  previous 
lessons. 

7.  Labeling.  Place  pictures  of  a  rabbit,  a  ball,  and 
Kitty  on  the  wall  with  appropriate  labels. 

8.  Laying  Sentences.  (Problem  for  seat  work.) 
Provide  each  child  with  strips  on  which  are  printed  the  lines 
of  one  stanza  of  the  Good  Morning  Song.  The  children 
are  to  lay  the  lines  in  order.  As  they  become  proficient 
in  this  they  may  be  given  harder  tasks  of  the  same  kind, 
e.g.,  laying  the  lines  of  the  action  rhyme.  Later  the 
lines  may  be  cut  up  into  phrases  and  words,  and  the  chil- 
dren may  be  set  to  lay  them  in  order,  referring  if  neces- 
sary to  the  chart  or  the  book.     (See  Lesson  4,  11.) 

Note.  —  In  like  manner,  in  the  discretion  of  the  teacher, 
the  rhyme  may  be  changed  from  time  to  time  so  as  to  read 
hand  {foot,  feet)  instead  of  hands;  right  {left)  instead  of 
little,  etc.,  etc.;  the  actions  being  in  every  case  changed  to 
suit  the  words. 


12 


LESSON    VII.     (Optional) 

Other  Rhymes,  Chart  Work 

In   teaching   this   rhyme   use   the   methods   and   devices 
explained  in  the  previous  lessons. 


J^ 


f^^.d^ 


-±^=l 


h 1- 


-f-^^ 


Izzd 


i^^- 


-A — R-^-A 
P  •    ^    • — J- 


t=f^ 


Lit  -  tie  play  mate,  dance  with  me,  Both  your  hands  now  give    to   me, 


^ 


I^Zlt 


^ — V- 


+--A-# — ^ 


'i=^ 


M- 


P— ^ 


; 


^-I^v3 


^ 


Point  your  toe,    a-   way    we   go.      Up   and  down  the  mer-  ry   row. 


i 


-V-A- 


i5 


-^~^- 


-A— N-'f- 


V- 


-^=^ 


-m—m- 


•— ^ 


With  your  feet  go     tap,  tap,  tap.     With  your  hands,  go  clap,  clap,  clap. 

-\ — N iTi -z M r#- 


Point  your  toe,    a-  way   we     go.     Up  and  down  the  mer  -  ry   row. 


fe 


-P— P— P-^ 


U=t^: 


A-^" — N 


i^=i: 


• — 0 


-t^— t^— t^- 


h-^- 


With   your   head   go   nip,  nip,  nip.     With  your  fin-  gers,  snip,  snip,  snip. 


-N-# 


u=t 


-N-^- 


^ 


^ 


Point  your  toe,     a-  way  we   go,      Up   and  down  the  mer-  ry  row. 

13 


1.  Rhymes  Suited  to  Chart  Work.  It  will  be  found 
profitable  to  continue  chart  work  for  several  weeks,  re- 
viewing the  pieces  already  learned,  and  studying  new 
ones;  and  at  the  same  time  to  carry  on  the  lessons  in  the 
Primer. 

The  following  rhymes  have  been  found  to  be  well 
suited  to  chart  work,  and  also  adapted  to  the  use  of  chil- 
dren using  the  Horace  Mann  Primer  as  a  basal  primer: 

(a)  In  summer. 

In  summer. 

That  is  the  time  to  play, 
All  children  are  merry. 
And  they  dance  all  the  day; 
And  every  one  standing  in  this  ring 
Must  do  as  I  do  now. 

Just  skipping 

Just  skipping, 

I  do  that  all  the  time. 

Then  will  I, 

Then  will  I 

Turn  around  and  around. 

Just  clapping  (running),  etc. 

(6)  Little  playmate,  walk  with  me. 

On  this  pleasant  sunny  day. 
All  our  little  friends  we'll  see 
Passing  on  our  way. 
14 


Both  your  hands  now  give  to  me, 
And  make  a  pretty  bow. 

Playmates,  all  together  sing 
As  we  go  skipping  now. 


Now  good-bye,  playmate  dear, 
We  have  had  a  merry  time. 
I  will  leave  you  here. 

(c)  This  is  the  way 

The  ladies  walk, 
Ladies  walk, 

Ladies  walk, 
This  is  the  way 

The  ladies  walk 
On  a  cold  and 

Frosty  morning. 

This  is  the  way 

The  gentlemen  walk,  etc. 

This  is  the  way 

We  mend  our  shoes,  etc. 

(d)  There  was  an  old  woman 

Who  lived  in  a  shoe. 

(e)  One,  two. 

Buckle  my  shoe. 
15 


(/)  Hey  diddle,  diddle, 

The  cat  and  the  fiddle. 

{g)  Diddle,  diddle,  dumpling. 

My  son  John. 

Additional  rhymes  found  in  the  Horace  Mann  Primer 
and  suitable  for  chart  work: 

"  Kitty's  name,"  page  15. 

"  I  like  to  see  a  little  dog,"  page  23. 

''  Pussy  Cat,"  page  25. 

"  I  caught  a  mouse  aUve,"  page  27. 

"  This  httle  pig,"  page  33. 

For  other  rhymes  suitable  for  chart  work  see  "Classi- 
fied Contents,"  Horace  Mann  Primer,  page  vi. 

2.   Additional  Devices  in  Chart  and  Blackboard  Work. 

(a)  The  teacher  reads,  points,  and  stops  at  a  certain 
word;   the  children  supply  the  word. 

(5)  A  pupil  is  called  to  the  board  and  is  directed  to 
point  to  a  certain  word  whenever  it  occurs  during  the  repe- 
tition of  the  rhyme. 

(c)  Reverse  the  'look  and  do'  game,  by  suiting  words 
to  actions,  thus:  Perform  an  action  and  have  some  one 
point  to  the  words  describing  it.  ''Who  will  point  to 
the  word  that  tells  what  I  (they,  Tom)  did?" 

(d)  Words  and  phrases,  as  they  are  identified  on  the 
blackboard,  may  be  underlined  or  erased. 

(e)  Write  commands  on  the  board,  one  by  one.  Let 
the  children  read  silently,  and  at  a  given  signal  let  all  (or 
one)  do.     When  all  the  commands  are  written,  the  teacher 

16 


may  give  the  commands  by  pointing,  taking  them  in  any 
order. 

The  words  for  the  commands  may  be  taken  from  'I 
put  my  httle  hands  in/  'One,  two,'  'This  is  the  way  the 
ladies  walk,'  etc.,  thus: 

Put  your  hands  in. 

Put  your  hands  out. 

Shake  hands. 

Clap  hands. 

Put  your  right  hand  in,  etc. 

Put  your  right  foot  in,  etc. 

Buckle  my  shoe. 

Shut  the  door. 

Vary  the  exercises  thus:  one  of  the  children  gives  com- 
mands (by  pointing)  for  the  others  to  execute. 

Write  the  names  of  children  after  the  commands. 

Write  boys,  girls,  after  the  commands. 

Print  commands  on  slips  and  distribute  to  the  children. 

(/)  Have  the  children  read  aloud  all  the  sentences  they 
have  read  silently. 

(g)  Place  word  cards  for  matching  in  sight  in  various 
parts  of  the  room.  Let  a  child  choose  a  card,  take  it  up 
to  the  chart  and  match  it.  Vary  by  assigning  cards  to 
be  matched. 

(h)  Place  word  cards  so  as  to  form  a  sentence  on  the 
shelf  of  the  blackboard  or  elsewhere  in  plain  sight.  Let 
the  children  have  the  cards  they  can  name.  See  who  can 
get  the  most  cards. 

3.  Summary  of  Method  in  Chart  Work,  (a)  Teach 
the  children  to  say  the  rhyme,  with  whatever  actions  may 

17 


be  appropriate.     Have  the  children  sing  the  rhyme,  to 
original  music  if  no  other  is  available. 

(6)  Teach  the  children  to  read  the  rhyme,  passing 
through  the  successive  stages  of: 

(1)  following  with  eye  and  pointer  as  the  words  are 
said  or  sung; 

(2)  finding  and  identifying  whole  rhymes,  lines,  phrases 
and  words  in  position,  using  the  devices  of  matching, 
look  and  do,  laying,  etc.; 

(3)  finding  and  otherwise  identifying  words,  phrases, 
etc.,  on  the  blackboard  and  in  the  book,  in  other  connec- 
tions than  those  in  which  they  were  first  met,  and  also 
separately. 


18 


LESSON   1.     PRIMER,   PAGE   1 
Good    Morning 

1.  Thought  and  Word  Development.  Have  the  chil- 
dren examine  the  picture  and  tell  what  they  see  in  it  and 
what  they  think  about  it.  Encourage  them  to  talk  freely. 
When  necessary,  help  them  by  questions. 

"Where  are  these  children  going?  Why  do  you  think 
they  are  going  to  school?  (The  flag,  the  books  under  arms, 
the  bell,  the  teacher.)  What  time  of  day  do  you  think 
it  is  in  the  picture?  What  makes  you  think  it  is  morning? 
(The  children  going  toward  the  schoolhouse  with  books 
under  their  arms.)  Do  you  see  the  lady  on  the  steps? 
Who  do  you  think  she  is?  Do  you  see  the  boy  who  is 
just  putting  his  foot  on  the  steps?  What  do  you  suppose 
he  is  saying  to  the  teacher?  What  is  she  saying  to  him? 
It  is  the  first  day  of  school.  The  teacher  does  not  know 
the  names  of  all  the  children.  What  will  she  say  to  the 
boys  when  they  are  all  in  the  classroom?  What  will  she 
say  to  the  girls?  Now,  who  will  tell  us  everything  he  sees 
in  the  picture?  Who  will  tell  us  a  story  about  the  people 
in  this  picture?" 

2.  Reading  from  the  Blackboard.  In  the  course  of 
the  conversation  lesson  on  the  picture  the  teacher  may 
turn  to  the  board  and  write  the  answers  to  the  questions: 
"  What  do  you  suppose  he  is  saying  to  the  teacher?     What 

19 


will  she  say  to  the  boys?  What  will  she  say  to  the  girls?" 
Or,  she  may  complete  the  lesson  on  the  picture  and  then 
ask:  ''What  did  the  teacher  say  to  the  children?  We 
have  said  the  words  and  heard  them;  now  I  am  going  to 
write  them  so  that  you  can  see  them  and  read  them.  I 
will  make  the  crayon  say  what  the  teacher  said  to  the 
children.  Who  can  read  what  the  crayon  has  said?  Now 
I  will  make  the  crayon  say  what  the  teacher  said  to  the 
boys.  Who  can  read  this?  This  time  I  will  make  the 
crayon  say  what  the  teacher  said  to  the  girls.  Who  can 
read  this?" 

Good  morning.  Good  morning 

Good  morning,  boys.  boys 

Good  morning,  girls.  girls 

"  Show  me  where  it  says,  '  Good  morning,  boys.'  '  Good 
morning.'  'Good  morning,  girls.'  What  does  it  say  here? 
And  here?  And  here?  Mary  may  point  and  Jack  may 
read.     Who  will  read  all  it  says  on  the  blackboard?" 

See  that  the  children  read  with  expression.  When  the 
children  are  reading  have  them  turn  from  the  board  and 
address  some  person  or  persons. 

3.  Reading  from  the  Book.  The  teacher  points  to 
the  first  sentence  on  the  blackboard.  'Point  to  this  line 
in  your  books?'  So  with  the  second  and  third  hne. 
See  that  each  child  gets  the  right  place. 

"Show  me  where  it  says,  '  Good  morning,  girls,'  etc. 
Read  the  first  line;  the  second;  the  third.  Who  can  read 
all  the  lines?" 

20 


4.  Ear  Training.  Let  the  teacher  strike  with  pencil 
or  eraser  various  objects  as  the  bell,  the  desk,  the  black- 
board, while  the  children  look  and  listen.  Then  have 
them  close  their  eyes  while  the  teacher  strikes  one  of  the 
objects  struck  before.  "Who  can  tell  what  I  am  striking 
now?     What  did  I  strike  it  with?" 

5.  Enunciation.  (See  Introductory  Lessons.)  The 
greatest  care  should  be  taken  by  the  teacher  to  enunciate 
clearly  and  distinctly.  See  that  the  children  do  the 
same.  Do  not  permit  them  to  form  the  habit  of  saying 
goo  or  dood  for  good,  mornin'  or  mawnin'  for  morning,  or 
goils  for  girls. 

Note.  —  ''It  is  not  enough  for  the  teacher  to  say  that 
a  certain  sound  is  wrong  and  to  give  the  right  sound;  he 
must  explain  clearly  how  the  sound  is  made,  and,  if  need  be, 
suggest  mechanical  means  of  making  it.  A  child  for  in- 
stance, who  continues  to  say  dood  for  good,  after  being  told 
to  use  the  back  instead  of  the  front  of  the  tongue,  should 
be  ordered  to  hold  down  the  front  part  of  the  tongue  with 
his  finger.  It  is  not  enough  to  correct  mistakes  as  they 
arise.  When  a  teacher  finds  any  sound  presenting  special 
difficulty,  he  should  make  a  list  of  words  in  which  that 
sound  occurs,  and  give  set  lessons  on  them."  {The  Art  of 
Teaching,  by  David  Salmon,  Longmans,  Green  &  Co.) 

6.  Teaching  a  Rhyme.  (See  Introductory  Lessons.) 
Begin  teaching  the  "Good  morning"  rhyme  (Horace 
Mann  Primer,  page  12).  Sing  the  first  stanza  (the 
teacher's  part)  to  the  children.  Teach  them  to  sing  the 
second  stanza  (the  children's  part)  to  the  teacher.  See 
that  both  stanzas  are  sung  with  spirit  and  with  appro- 

21 


priate  gestures.  After  school  place  this  rhyme  upon 
the  blackboard  in  preparation  for  the  next  exercise.  Or 
it  may  be  written  or  printed  in  the  form  of  a  chart  which 
may  be  hung  up  where  the  children  can  see  it. 

Note.  —  If  the  teacher  prefers  to  use  the  script  forms 
at  first  she  may  disregard  the  printed  sentences,  making  use 
of  the  script  sentences  only.  If  she  prefers  to  begin  with 
print  (and  this  plan  is  recommended)  the  script  forms  may 
be  disregarded  for  a  time.  With  little  or  no  attention  on 
the  part  of  the  teacher  the  children  will  learn  to  recognize 
the  script  forms,  which  may  then  be  read  along  with  the 
print. 


LESSON   2.     PRIMER,   PAGE  2 
Run  and  Skip 

1.  Review.  (Read  page  1.)  Let  the  teacher  at  this 
point  call  attention  to  the  two  boys  in  the  picture  on  page  1 
who  are  raising  their  hats  or  caps  to  the  teacher.  They 
take  off  their  caps  to  the  teacher;  they  say  good  morning 
to  the  teacher  and  to  each  other;  they  are  polite  children. 
Everyone  likes  them. 

2.  Thought  and  Word  Development.  Study  the  pic- 
ture. "What  are  these  children  carrying?  Where  are 
they  going?  These  children  are  in  the  picture  on  the  first 
page.  The  little  girl  wants  to  speak  to  the  little  boy,  but 
she  does  not  know  his  name.  What  will  she  call  him? 
('little  boy')    (BB)    (see  Note).      She  is    a    polite    little 

22 


girl.  What  do  you  think  she  says  to  the  httle  boy?  (BB) 
The  httle  boy  is  polite  too.  What  do  you  think  he  says 
to  the  httle  girl?     (BB) 

Just  after  the  children  said,  'Good  morning/  to  each 
other,  they  heard  something.  Shut  your  eyes  and  listen. 
Can  you  hear  it?  'Ding,  dong.'  What  was  it?  Yes,  it 
was  the  school  bell.  The  little  girl  did  not  want  to  be 
late,  so  she  cried  out  —  (Let  the  children  supply  and 
the  teacher  write  or  print)  —  'Run,  little  boy.'  And  the 
little  boy  ran  and  as  he  ran  he  called  out  (children), 
'  Run,  little  ghl.'  (BB)  The  httle  girl  thought  they 
could  go  faster  if  they  skipped;  so  she  called  out 
(children)  —'  Skip,  httle  boy.'  (BB)  So  the  httle  boy 
skipped  and  as  he  skipped,  he  cried  out  —  '  Skip,  little 
girl.'  (BB)  So  they  ran  and  skipped  and  got  to  school 
in  time." 

3.  Reading  from  the  Blackboard.  (See  1,  2;  also 
Note.)  The  teacher  may  pause  as  each  sentence 
{"  story  ")  is  developed  and  place  it  upon  the  blackboard 
and  have  the  children  read,  or  she  may  complete  the  devel- 
opment and  defer  the  "  reading  "  until  all  the  sentences 
appear  upon  the  board. 


Good  morning,  little  boy.  Uttle  boy 

Good  morning,  little  girl.  girl 

Run,  little  boy.  run 

Run,  little  girl. 

Skip,  little  boy.  skip 

Skip,  little  girl. 

23 


Have  the  children  (1)  read  any  'story'  they  know. 

(2)  show  where  it  says,  ''Skip,  httle 

boy." 

(3)  read  the  'story'  to  the  teacher  or 

some  child. 

(4)  read  designated   'stories'   on  the 

board. 

4.  Word  Study.  At  this  point  it  may  be  well  for  the 
teacher  to  call  attention  to  the  new  words.  But  do  not 
drill  upon  them.  Let  the  first  few  lessons  deal  with  com- 
plete thought  units. 

5.  Reading  from  the  Book.     Page  2. 

6.  Silent  Reading  and  Doing.  Have  two  or  three 
boys  and  as  many  girls  (as  many  as  there  is  room  for) 
come  to  the  front  of  the  room.  "  Do  what  the  crayon 
says."  Have  the  right  person  or  persons  (boys,  girls, 
etc.)  do  the  right  thing. 

Run. 

Run,  girls,  run. 
Skip,  boys,  skip. 
Skip,  girls,  skip. 
Run,  boys,  run. 

Have  all  take  seats  but  one  boy  and  one  girl. 

Skip,  little  boy. 
Run,  little  girl. 

Skip,  little  girl. 
Run,  little  boy. 

7.  Ear  Training.  (Blind  Man.)  One  child  is  blind- 
folded by  means  of  a  paper  bag  or  other  device,  and  stands 

24 


in  the  center  of  the  circle  of  children.  Certain  players 
indicated  by  the  teacher  speak  to  him  in  turn,  saying, 
"Good  morning,  John  (Mary,  James,  etc.),"  and  he  tries 
to  recognize  the  voice  of  the  speaker.  One  child  may  be 
"  blindman  "  until  he  fails  to  recognize  a  speaker. 

8.  Enunciation.     (See  preceding  lesson)  {'ittle). 

9.  Labeling.  Display  in  some  place  where  all  the 
children  can  see  them  a  picture  of  a  boy  and  another  of 
a  girl  with  labels  thus: 


"  What  do  you  see  in  this  picture?*  What  do  you 
think  it  says  here?  What  do  you  think  it  says  here?  Yes, 
this  says  a  boy  and  this  says  A  girl.  What  kind  of  an  a 
is  this?  This?  We  use  this  big  A  at  the  beginning  of 
'stories.'" 

After  school  place  labeled  pictures  of  a  rabbit,  Kitty, 
and  a  ball.     (See  Introductory  Lessons,  V,  6.) 

25 


10.  Rhyme  Study.  (See  preceding  lesson,  also  Intro- 
ductory Lessons.)  While  the  children  sing  the  second 
stanza  the  teacher  should  run  the  pointer  under  the  lines, 
thus: 

Good  morning  to  you. 

Let  the  children  sing  while  one  child  uses  the  pointer  imi- 
tating the  teacher.  After  the  singing  let  the  children 
show  where  it  says  "  Good  morning."     (All  the  places.) 

11.  Matching  Words.  (See  Introductory  Lessons,  V, 
4.)  (Preparatory  to  Seat  Work.)  Arrange  these  sentences 
upon  the  blackboard  thus: 

Good  morning,  girls.     Run,  little  hoy.     Skip,  little  girl. 

Distribute  irregularly  about  the  room  in  positions 
where  they  can  be  seen  and  got  at  easily  the  word  cards: 
girl,  little,  boy.  Run,  Skip,  morning.  Tell  the  children 
that  you  are  going  to  let  them  play  a  game  called  "  Match- 
ing." ''  Now  who  can  find  the  card  that  '  matches  '  this 
word?  (Point.)  And  this?"  When  a  word  is  selected 
have  it  ''matched"  with  the  word  on  the  blackboard  and 
ask  the  children  if  it  is  the  right  word.  If  not,  the  child 
must  replace  the  card  and  look  again.  If  the  card  is  the 
right  one,  place  it  in  the  chalk  tray  under  the  same  word 
on  the  blackboard.  Continue  the  game  till  all  the  words 
have  been  "  matched." 

As  soon  as  any  child  has  shown  his  ability  to  do  the 
work  given  above  readily  and  correctly,  give  him  an  envel- 
ope containing  small  word  cards  (see  4,  ll),  covering  the 
vocabulary  of  the  first  three  or  four  pages  of  the  Primer, 

26 


and  let  him  build  on  his  desk  sentences  upon  the  black- 
board. Praise  him:  he  has  won  the  game.  Encourage 
him  to  try  to  get  his  ''matching"  (or  building)  done 
before  the  others,  and  if  he  does  let  him  help  them. 

Note.  —  In  the  various  lessons  the  sentences  under 
the  heading,  "Reading  from  the  Blackboard,"  form  unit 
groups,  corresponding  to  the  preceding  development  lessons. 
The  blackboard  sentences  are  as  a  rule  different  in  form 
from  those  in  the  book  though  identical  in  vocabulary. 
Each  set  has  a  fourfold  purpose: 

(1)  To  teach  new  words. 

(2)  To  prepare  for  reading  in  the  book. 

(3)  To  stimulate  reading  with  expression. 

(4)  To  fix  difficult  words  and  phrases  by  drill  under  the 
impulse  of  the  thought. 

Inexperienced  teachers  are  advised  to  use  this  material 
substantially  as  given.  Experienced  teachers  will  naturally 
adjust  it  both  in  amount  and  character  to  the  needs  of  their 
classes. 

Here  and  elsewhere  (BB)  means  that  the  teacher  is  to 
put  on  the  blackboard  some  expression  called  for  by  the 
preceding  statement  or  question,  A  full  set  of  such  ex- 
pressions will  always  be  found,  in  the  order  of  their  develop- 
ment, under  the  heading,  "Reading  from  the  Blackboard." 
For  example,  in  this  case  the  first  (BB)  corresponds  to  "  little 
boy"  in  the  first  sentence  under  "Reading  from  the  Black- 
board"; the  second  (BB)  to  "Good  morning"  in  the  same 
sentence;    the  third  (BB)  to  the  second  sentence,  etc. 


27 


LESSON  3.     PRIMER,  PAGE  3 
I  Am  and  I  Can 

1.  Review.     Read  page  2. 

2.  Thought  and  Word  Development.  " I  am  a  woman: 
what  are  you,  Jack?  (BB)  1  am  a  woman.  Now  tell 
me  the  whole  story  about  yourself.  What  are  you,  Jack? 
(BB)  Watch  what  the  crayon  says.  This  tall  letter 
that  stands  by  itself  says  7.  Are  you  a  big  boy,  Jack? 
(BB)     What  can  you  do?  "     (BB) 

3.  Reading  from  the  Blackboard. 

a  boy.  a  boy 

I  am  a  boy.  I  am 

I  am  a  little  boy. 

I  can  run.  I  can 

I  can  skip. 

A  boy  can  skip.  ,  A  boy 

A  girl  can  run. 

4.  Word  Study.  Let  this  take  the  form  of  a  drill 
upon  phrases  as  indicated  in  the  margin  and  below.  Let 
the  teacher  point  to  these  phrases  and  have  the  children 
read  them  from  the  blackboard;  also  form  these  phrases 
with  word  cards  and  let  the  children  read  them. 

A  little  boy. 
A  little  girl. 

5.  Reading  from  the  Book.     Read  page  3. 

6.  Silent  Reading  and  Doing.     (See  2,  5.) 

28 


7.  Ear  Training.     Stand,  step,  skip,  stop,  sit. 

"  Listen  carefully,  children,  and  do  what  I  say." 
Let  the  teacher  pronounce  slowly,  slightly  emphasiz- 
ing and  prolonging  the  initial  letter. 

8.  Enunciation.  (See  1,  5.)  Correct  any  errors  that 
may  appear:  {tan  for  can). 

''When  a  child  says  turn  for  come,  and  tin  for  king,  the 
correct  articulation  will  be  induced  almost  at  the  first 
trial  by  the  simple  expedient  of  holding  down  the  forepart 
of  the  tongue  with  the  finger.  The  effort  to  imitate  the 
general  effect  will  then  force  the  back  of  the  tongue  into 
action;  and  in  a  few  days  at  most  the  child  will,  without 
any  assistance,  form  k,  g,  and  ng  where  before  it  could  only 
utter  t,  d,  and  n."  {The  Faults  of  Speech,  by  Alexander 
Melville  Bell,  page  2.) 

9.  Labeling.     A  ball.     Baby. 

10.  Rhyme  Study.  Continue  work  upon  the  "Good 
morning"  rhyme  as  in  preceding  lesson. 

11.  Word   Matching  and   Seat  Work.     As  in  2,    10. 

(See  Introductoky  Lessons.) 


:^ 


29 


LESSON  4.     PRIMER,   PAGE  4 
The  Little  Rabbit 

1.  Review.     Read  from  the  blackboard. 

I  am  a  little  boy. 
I  can  run. 
I  can  skip. 

Read  silently  and  do. 

Skip,  boys,  skip. 
Run,  girls,  run. 
Skip,  little  girl. 
Run,  little  boy. 

2.  Thought  and  Word  Development.  "  Look  at  the 
upper  picture.  What  do  you  see  there?  (BB)  Watch 
the  crayon.  Can  a  rabbit  run?  (BB)  Can  he  walk  like 
a  dog?  What  does  he  do  when  he  wants  to  go  slow? 
(BB)    Tell  two  things  a  rabbit  can  do."     (BB) 

3.  Reading  from  the  Blackboard. 

A  rabbit.  rabbit 
A  rabbit  can  run. 

A  rabbit  can  hop.  hop 

A  rabbit  can  run  and  hop.  and 

4.  Word  Study.  Show  word  cards :  rabbit,  hop,  and  all 
other  words  from  previous  lessons  which  the  children 
have  not  thoroughly  mastered.  (Do  not  waste  time  in 
useless  repetition.)     "  What  does  this  word  say?  " 

30 


I 


Have  the  children  find  the  word  on  the  blackboard, 
at  the  top  of  the  page,  and  in  the  "  stories."  Have  them 
point  to  the  word  in  the  book  as  the  teacher  passes  through 
the  aisles. 

Cover  part  of  a  sentence  —  all  but  a  certain  word  or 
phrase  —  and  have  the  children  read  what  remains. 

5.  Reading  from  the  Book.  Let  us  pretend  that  the 
rabbit  can  talk.  The  first  four  stories  tell  what  the  rab- 
bit says  to  the  little  boy.  The  other  stories  tell  what  the 
little  boy  says  to  the  rabbit. 

6.  Dramatization.  Let  one  boy  pretend  that  he  is  a 
rabbit.  Let  the  rabbit  (boy)  meet  a  little  boy.  Let  each 
read  his  part.  Or,  the  rabbit  and  the  boy  may  greet 
each  other  and  talk  without  following  the  text  exactly. 
More  freedom  of  expression  may  be  gained  by  this  latter 
method. 

7.  Ear  Training.  Let  the  teacher  pronounce  the  names 
of  some  of  the  children,  as  directed  in  the  previous  lesson, 
asking  the  children  to  point  to  the  child  named.  (Point 
to  M-ary.)  Care  should  be  taken  to  choose  names  the 
initials  of  which  may  be  easily  and  smoothly  prolonged, 
such  as,  for  example:  Mary,  Martha,  Mark;  Sadie,  Susie, 
Sam;  Fannie,  Frank;  Nell,  Nat;  Rose,  Ray;  etc. 

8.  Enunciation.  Note  whether  any  child  says  wabbit 
for  rabbit  or  tan  for  can.  Give  all  such  children  individ- 
ual training  to  correct  their  individual  error.  Break  up 
the  "  baby-talk  "  habit  at  once. 

If  a  child  says  wabbit  for  rabbit  or  woll  for  roll  the  trouble 
lies  in  his  using  his  lips  instead  of  his  tongue.  If  he  says 
yabbit  for  rabbit  or  yun  for  run  the  trouble  lies  in  a  wrong 

31 


use  of  the  tongue,  viz.,  with  the  tip  low  and  the  back  high, 
the  position  for  y. 

In  correctly  uttering  r  the  point  of  the  tongue  is  raised 
nearly  to  the  upper  gum,  while  the  middle  of  the  tongue  is 
depressed  so  that  the  breath  strikes  sharply  on  the  free  tip 
of  the  tongue.  Tell  and  show  the  child  how  to  place  his 
tongue;  if  necessary  use  a  'tongue  depresser'  such  as 
physicians  use  in  examining  the  throat  to  pry  up  the  tip 
of  the  tongue  while  the  child  tries  to  say  roll,  round,  rabbit, 
etc.  He  will  soon  get  the  sound  and  a  few  lessons  will 
produce  a  permanent  cure. 

9.  Rhyme  Study.  Continue  work  with  the  ''Good 
morning"  rhyme.  Allow  children  to  point  out  any  words 
they  know.  By  this  time  some  of  the  brighter  ones  will 
perhaps  have  "caught"  the  meaning  of  other  words 
besides  "  Good  morning."  If  they  have,  let  them  show 
what  they  know.  If  they  know  none  of  the  other  words,  be 
content  that  they  know  "  Good  morning  "  and  say  no  more. 
The  mere  question  will  stimulate  curiosity  and  to-morrow 
you  may  be  quite  sure  they  will  know  a  new  word  or  two. 

Begin  to  teach  the  action  rhyme  on  page  7  of  the 
Primer.  The  children  who  have  been  in  the  kindergarten 
will  know  it.  To  those  who  do  not  know  it,  teach  the 
words  and  actions.  Write  or  print  the  rhyme  on  the  chart 
or  the  blackboard  for  the  following  day. 

10.  Drills.  Rapid  word  drill  with  cards:  rabbit,  and, 
hop,  skip,  run,  boy,  girl,  boys,  girls,  little.  (See  Part  I, 
p.  xxxvii.) 

Phrase  drill  on  the  blackboard  or  with  cards:  /  am,  I 
can,  A  boy,  a  Utile  rabbit,  etc. 

32 


11.  Seat  Work.  Upon  a  sheet  of  oak  tag  paper  of 
convenient  size  write  or  print  several  familiar  sentences. 
Double  space  the  lines.  Strike  off  upon  a  mimeograph 
or  hectograph  enough  copies  so  that  each  pupil  in  the 
class  may  have  two  cards.  (More  copies  may  be  struck 
off  and  reserved  for  future  use.) 

Cut  half  of  these  cards  into  slips  each  containing  a 
sentence.  Let  the  children  match  these  slips  with  the 
sentences  upon  an  uncut  card,  either  superimposing  the 
slips  or  'laying"  them  beneath  the  sentences  they  match. 
When  the  pupils  have  shown  their  ability  to  do  this  cor- 
rectly, cut  up  some  of  the  slips  so  as  to  form  small  cards 
each  containing  a  word  or  a  phrase.  Give  to  each  child 
an  envelope  containing  all  the  words  on  two  or  more  of 
the  sentence  slips.  Have  the  children  match  these  words 
with  the  words  on  the  original  uncut  card,  thus  reprodu- 
cing the  original  sentences.  When  a  pupil  has  shown  that 
he  can  do  this  well,  let  him  help  the  slower  ones  or  build 
other  sentences  of  his  own,  or  sentences  from  the  book  or 
from  the  blackboard.  The  children  will  show  several 
degrees  of  ability  in  this  work.  In  this  as  in  all  other 
work  try  to  keep  each  one  at  work  up  to  the  limit  of  his 
ability.     Individual  work  is  always  the  most  profitable. 

In  preparing  these  cards  the  teacher  may  use  rhymes 
such  as  are  found  on  pages  7,  12,  15,  etc.,  of  the  Primer, 
or  a  series  of  sentences  such  as  those  found  on  the  early 
pages  of  the  Primer. 


33 


LESSON  5.     PRIMER,   PAGE  5 

Playing  Ball 

1.  Review. 

I  am  a  little  rabbit. 

I  can  run  and  hop. 

Boys  and  girls  can  run  and  hop. 

2.  Thought  and  Word  Development.     "What  do  you 
see  in  this  picture?     (BB)     What  can  Kitty  do?"     (BB) 

3.  Reading  from  the  Blackboard. 


I  can  see  Kitty. 

see  Kitty 

I  see  a  ball 

ball 

I  see  kitty  and  a  ball. 

Kitty  can  play. 

play 

Kitty  can  play  ball. 

4.   Word  Study.         As  in  4,  4. 

5.   Reading  from  the  Book.     Page  5. 

6.   Ear  Training.     Let  the  children  listen  and  do  with- 

out repeating. 

M  ary  m  ay  r  un. 

S  kip,   Frank,    s  kip. 

B  oys,   s  tand. 

B  oys,   s  it. 

Girls,   s  tand. 

Girls,   m  arch. 

Girls,   s  it. 

Boys,   s  tand. 

Boys,   m  arch. 

Boys,   s  top. 

Boys,   s  tep. 

Boys,   h  op.   Etc.   Etc. 

34 

7.  Enunciation.  Drill  to  correct  errors.  {Titty  for 
Kitty.)     See  1,  5;  3,  8;  4,  8. 

8.  Seat  Work.  Continue  the  work  suggested  in  the 
previous  lessons,  adapting  it  to  the  ability  of  each  child. 
The  following  is  the  order  of  difficulty: 

(1)  Matching  the  words  on  large  word  cards  with  the 
words  on  the  blackboard  or  on  the  chart. 

(2)  Matching  single  words  on  small  word  cards. 

(3)  Matching  the  sentence  slips  with  the  sentences 
on  the  large  oak  tag  cards. 

(4)  Matching  the  small  word  cards  with  the  words 
in  the  sentences  on  the  large  oak  tag  cards. 

(5)  Laying  the  small  cards  to  form  sentences  like  those 
on  the  blackboard,  on  the  chart,  or  in  the  book. 

(6)  Building  original  sentences  (stories). 

9.  Rhyme  Study.  Sing  the  ''Good  morning"  rhyme. 
Let  the  children  point  out  the  words  they  know. 

Sing  and  act  the  action  rhyme  on  page  7  of  the  Primer. 
Let  the  children  point  out  all  the  words  they  know. 


35 


LESSON   6.    PRIMER,   PAGE   6 

See  Me  Play  Ball 

1.  Review. 

I  am  a  little  boy. 
I  can  play  ball. 

I  am  a  little  girl. 
I  can  play  ball. 

I  am  little  Kitty. 
I  can  play  ball. 

2.  Thought  and  Word  Development,  Let  the  teacher 
provide  herself  with  a  ball  and  by  appropriate  actions  and 
questions  develop  the  sentences  given  below  and  write  or 
print  them  upon  the  blackboard. 

3.  Reading  from  the  Blackboard. 

See  my  ball. 

See  me  bounce  my  ball. 

See  me  catch  my  ball. 

I  can  play  ball. 

I  can  catch  a  ball. 

I  can  bounce  a  ball. 

I  can  bounce  and  catch  a  ball. 

4.  Word  Study. 

(1)  Show  cards:  bounce,  catch,  me,  my. 

(2)  Read  the  words  at  the  top  of  page  6. 

(3)  Find  the  words  in  the  "stories." 

(4)  Rapid  word  drill  upon  all  words  learned  thus  far. 

5.  Reading  from  the  Book.     Page  6. 

36 


6.  Silent  Reading  and  Doing. 

Pla}'  ball. 
Bounce  a  ball. 
Catch  a  ball. 

Skip,  little  girl,  skip. 
Hop  and  skip,  little  girl. 
Run  and  hop,  little  boy. 

7.  Ear  Training.     (As  in  preceding  lesson.) 

8.  Enunciation.     (As  before:  "ketch"  for  catch.) 

9.  Drills.    Rapid  Word  and  Sentence  Drills.    (See  4.) 

10.  Seat  Work.     (As  before.) 

11.  Rhyme  Study.     (As  in  preceding  lesson.) 


LESSON  7.     PRIMER,   PAGE  7 
I  Put  my  Little  Hands  in 

1.  Rhyme  Study.     (See  Introductory  Lessons.) 

(a)  Using  the  book  let  the  children  repeat  the  rhyme, 
running  their  fingers  under  the  lines  as  they  say  the  words. 
Try  to  secure  the  proper  phrasing. 

(6)  Repeat  the  rhyme  as  directed  in  (a),  stopping  at 
certain  words  and  asking,  "  WTiat  does  this  word  say?  " 

Sing  and  act  the  rhyme  with  shake,  shake,  shake,  instead 
of  clap,  clap,  clap.  Substitute  shake,  shake,  shake,  for  clap, 
clap,  clap,  on  the  blackboard.  Sing  and  act  (teacher  and 
children). 

2.  Word  Study.  Show  the  new  words  on  cards. 
"What  does  this  card  say?     Find  it  at  the  top  of  the  page, 

37 


Find  it  in  the  reading.     Match  this  word  with  the  same 
word  in  the  rhyme." 

If  the  children  do  not  recognize  a  word  have  them  go 
over  the  rhyme  as  in  (b)  until  they  find  it.  Continue  this 
work  until  the  children  can  recognize  at  sight  and  point 
out  readily  in  the  rhyme  the  new  words:  my,  hands,  put, 
out,  clap,  shake. 

hands  boys  shake  put 

hand  boy  shakes  puts 

Place  on  the  blackboard:  bo2js.  "  What  does  this  word 
say?  "  Erase  the  s.  "  What  does  it  say  now?  "  Treat 
hands  in  the  same  way.  Then  place  shake  on  the  board. 
"  What  does  this  say?  "  Add  the  s.  "  What  does  it 
say  now?  "  Treat  put  and  puts  in  the  same  way.  Pro- 
ceed in  the  same  manner  with  clap,  skip,  hop,  etc.,  until 
the  children  can  readily  make  the  change. 

Vary  by  covering  instead  of  erasing. 

3.  Reading  from  the  Book.  Page  7,  the  five  sen- 
tences below  the  rhyme. 

4.  Silent  Reading  and  Doing. 

Clap  hands,  boys. 
Shake  hands,  girls. 
Shake  hands,  boys. 
Clap  hands,  girls. 
Run,  boys,  run.     Etc. 

5.  Ear  Training.     (As  before.) 

Point  to  your  mouth. 

Point  to  your  lips. 

Point  to  the  floor. 

Point  to  the  desk,  window,  etc. 

38 


"Do  what  I  say":  Stand,  step,  stop,  sit. 
Shake  hands.     Slap  hands. 

6.  Enunciation.  {S'ake  for  shake.)  To  make  the  sound 
of  s:  shut  the  teeth  almost  together;  raise  the  tip  of  the 
tongue  almost  to  the  upper  gum  and  '  blow '  out  the  breath. 

To  make  the  sound  of  sh:  shut  the  teeth  almost  together; 
slightly  raise  the  middle  and  also  the  tip  of  the  tongue 
and  blow  out  the  breath. 

For  sh  the  tip  is  drawn  farther  back  than  for  s.  If, 
therefore,  the  child  says  s  for  sh,  and  imitation  fails  to 
correct  the  error,  have  him  place  the  tongue  in  position 
to  say  s  and  then  draw  it  back  slightly,  at  the  same  time 
blowing  out  the  breath.  If  he  says  sh  for  s  have  him  raise 
and  advance  the  tip  of  the  tongue  and  blow.  If  neces- 
sary use  some  suitable  instrument  to  push  back  or  pry  up 
the  tongue. 

7.  Seat  Work.     Sentence  building. 

Note.  —  The  object  of  this  and  all  similar  exercises  is  to 
develop  the  "sentence  sense"  —  the  power  to  grasp  quickly 
and  accurately  the  total  meaning  of  a  group  of  related 
words. 


59 


LESSON   8.     PRIMER,   PAGE  8 

My  Baby 

1.  Review. 

Put  out  hands. 
Clap  hands. 
Shake  hands. 

2.  Thought  and  Word  Development.  Develop  give 
from  the  rhyme  on  page  7.  (Have  the  children  find  it 
themselves.) 

Develop  gives  from  give.     (See  7,  2.) 

Develop  baby  from  picture.  (If  the  "labeling"  has 
been  done,  this  word  will  need  no  attention.) 

Develop  her  thus:  "I  know  a  baby  that  will  do  what- 
ever she  sees  me  do." 

I  shake  my  hands. 
Baby  shakes  her  hands. 
I  clap  my  hands. 
Baby  claps  her  hands. 

3.  Word  Study.     (As  before.) 

4.  Reading  from  the  Book.     Page  8. 

5.  Rapid  Word  Drill.     All  words  learned  thus  far. 

6.  Ear  Training.     As  in  previous  lessons. 

7.  Enunciation.     (As  before.)     (Tlap  for  clap.) 

8.  Labeling.     A  dog.     A  Kitten. 

9.  Seat  Work.     "  Lay  "  or  build  sentences. 

10.   Rhyme    Study.      Prepare    "  Kitty's    Name,"   page 
15,  on  chart  or  blackboard. 

40 


LESSON  9.     PRIMER,   PAGE  9 
What  Baby  Likes  to  Do 

1.  Review.     (BB  or  cards.) 

"What  can  boys  do?" 

Boys  can  play  ball. 
Boys  can  catch  a  ball. 
Boys  can  bounce  a  ball. 
Boys  can  shake  hands. 

"What  can  girls  do?" 

Girls  can  bounce  a  ball. 
Girls  can  shake  hands. 
Girls  can  clap  hands. 

"What  can  baby  do?" 

Baby  can  play  ball. 

Baby  can  catch  a  ball. 

Baby  can  clap  her  little  hands. 

2.  Word  and  Thought  Development.     Study  the  pic- 
ture.    "  What  does  baby  like  to  do  with  the  ball?  "     (BB) 

3.  Reading  from  the  Blackboard. 

Baby  likes  to  play.  likes  to 
Baby  likes  to  play   ball. 

Baby  likes  to  catch  the  ball.  the  ball 

Baby  likes  to  roll  the  ball.  roll 

Baby  rolls  the  ball  to  me.  rolls 

I  like  to  play  ball.  play 

41 


4.  Word  and  Phrase  Study.  (Emphasize  the  hissing 
sound.) 

rolls        likes  clap  skip  the  ball  to  a  boy 

roll  hke  claps        skips        the  baby         to  a  girl 

Show  cards;  find  words  in  head-list;  find  them  in  the 
"stories." 

5.  Reading  from  the  Book.     Page  9. 

6.  Ear  Training.  "  Turn  to  page  63.  What  does  the 
goose  say?  See  the  crooked  letters.  They  say  s-s-s  too. 
I  am  going  to  say  some  words.  You  may  hiss  s-s-s  when- 
ever you  hear  the  goose  letter:  like,  likes,  clap,  claps, 
skips." 

Place  on  the  blackboard:  see,  dog,  likes,  puts,  catch, 
skip,  etc. 

"Point  to  the  hissing  letters.  Say  the  words  that 
have  hissing  letters." 

7.  Enunciation.     Review  words  that  need  attention. 

8.  Rapid  Word  Drill.  From  blackboard  or  word 
cards. 

9.  Labeling.     Bunny.     Cabbage.     Pony. 

10.  Seat  Work.     "  Lay  "  sentences. 

11.  Rhyme  Study.  "Kitty's  Name,"  from  chart  or 
blackboard. 

Let  the  children  find  all  the  words  they  know. 


42 


LESSON   10.     PRIMER,   PAGE   10 

Little  Dog  Fun 

1.  Review. 

See  me  and  my  baby. 
I  give  baby  my  hand. 
Baby  gives  me  her  hand. 
Baby  can  shake  hands. 
Baby  Hkes  to  shake  hands. 

2.  Word  and  Thought  Development.  Study  the  pic- 
ture. "  What  do  you  see  in  the  picture?  (BB)  Would 
you  like  to  know  what  the  Uttle  dog's  name  is?  It  is  a 
funny  name.  (BB)  Have  you  a  dog?  Can  your  dog 
do  any  tricks?  What  trick  can  Fun  do?  Can  Fun  shake 
hands?  (BB)  Yes,  the  boy  says,  'Shake  hands,  Fun.' 
What  does  Fun  do?  (BB)  What  does  the  boy  do? 
(BB)  Then  what  do  they  do?  (BB)  Then  the  boy  pats 
his  dog." 

Is  and  name  may  be  developed  from  the  rhyme 
"Kitty's  Name"  if  the  work  on  that  has  been  sufficiently 
advanced. 

3.  Reading  from  the  Blackboard. 

I  see  a  boy  and  his  dog.  dog  his 

His  name  is  Fun.  name  Fun  is 

Fun  can  shake  hands. 

Fun  puts  out  his  paw. 

The  boy  puts  out  his  hand. 

The  boy  and  the  dog  shake  hands. 

Good  little  Fun! 

43 


4.  Word  Study.     From  blackboard,  head  list,  and  text. 

5.  Reading  from  the  Book.  "  Now  let  us  read  what 
the  boy  saya  about  the  dog.  Read  the  'stories  '  to  your- 
selves. If  there  are  any  words  you  do  not  know,  show 
them  to  me.  I  will  put  them  on  the  board  and  we  will 
find  out  what  they  say." 

6.  Ear  Training.     Place  on  the  blackboard: 

boy       ball       paw       hand       name       roll       run 
boys      balls      paws      hands      names      rolls      runs 

Teach  the  children  to  sing  the  following  rote  song: 

Into  the  blossom, 
Z-u-m  goes  the  bee. 
Out  again,  in  again, 
Z-z-z,  z-z-z. 

(For  music   see   The  Song  Primer  —  Bently,  page  2.) 

Or  tell  a  story  about  a  bee. 

Or  ask  these  questions:  "Did  you  ever  see  a  bee? 
Did  you  ever  hear  a  bee?     What  does  a  bee  say?" 

Let  the  teacher  pronounce  one  or  two  pairs  of  the 
words  given  above,  and  then  call  upon  different  pupils  to 
pronounce  the  other  pairs.  "  Tom  may  say  these  words. 
The  rest  of  you  may  say  z-z-z  whenever  you  hear  anything 
like  the  buzzing  of  the  bee." 

7.  Rhyme  Study.  Continue  the  study  of  the  "  Good 
morning  "  rhyme,  Primer,  page  12. 


44 


LESSON   11.     PRIMER,   PAGE   11 

Ben  and  His  Little  Dog  Fun  . 

1.  Review.  (Read  page  10.)  Study ''Kitty's  Name" 
and  place  "  That  is  why  her  name  is  Dot"  on  the  black- 
board. 

2.  Thought  and  Word  Development.  "Look  at  the 
pictm-e  on  page  10.  Would  you  like  to  know  what  that 
boy's  name  is?  (BB)  You  know  what  the  dog's  name 
is.  (BB)  Don't  you  think  Fun  is  a  funny  name  for  a 
dog?  Why  did  Ben  give  his  Uttle  dog  such  a  funny  name? 
Let  us  ask  Fun.  Perhaps  he  will  tell  us.  Fun,  why  is 
your  name  Fun?  (BB)  Let  us  ask  Fun  one  more  ques- 
tion.    Fun,  why  do  you  love  Ben?"     (BB) 

3.  Reading  from  the  Blackboard. 


That  is  why  her  name  is  Dot. 

That  w] 

His  name  is  Ben. 

Ben 

The  dog's  name  is  Fun. 

Fun 

I  hke  fun. 

fun 

That  is  why  my  name  is  Fun. 

Ben  loves  me. 

loves 

That  is  why  I  love  Ben. 

love 

4.  Word  Study.     Word  cards,  blackboard,  and  book. 

5.  Reading  from  the  Book.  ''Now  we  are  ready  to 
read  what  Fun  says.  Read  the  first  two  'stories'  to 
yourselves.    Now,  who  will  read  them  both  to  me?"     Etc. 

6.  Dramatization.  Let  one  boy  personate  Fun;  an- 
other Ben.     Let  Ben  read  page  10;  Fun,  page  11. 

45 


7.  Ear  Training. 

run        fun        can        Ben        name        not        net 

(1)  Let  the  teacher  pronounce  all  of  these  words, 
slightly  emphasizing  and  prolonging  the  common  ele- 
ment (n). 

(2)  Let  the  teacher  sound  one  of  the  words,  empha- 
sizing and  slightly  prolonging  the  n,  and  then  call  upon 
the  children  to  pronounce  the  word  in  the  ordinary  man- 
ner.    So  with  each  word  in  turn. 

(3)  Let  the  teacher  sound  the  words  as  before,  re- 
quiring the  pupils  to  imitate. 

The  object  of  this  work  is  to  train  the  children  (l)  to 
hear  the  sounds  of  letters  clearly  and  (2)  to  enunciate  dis- 
tinctly the  sounds  which  have  been  heard.  To  effect 
this  purpose  the  pupil  must  not  only  hear  the  sound  as 
uttered  by  the  teacher  and  by  himself,  but  he  must  also 
''feel"  the  sound  as  he  himself  utters  it. 

8.  Enunciation.  Remedy  any  defects  which  may  ap- 
pear. 

9.  Rapid  Word  Drill.     (As  before.) 

10.  Seat  Work.     (As  before.) 

11.  Rhyme  Study.  Continue  the  study  of  the  "  Good 
morning  "  rhyme.  Primer,  page  12.  (See  7  and  also  the 
Introductory  Lessons.) 


46 


LESSON   12.     PRIMER,   PAGE   12 
Good  Morning 

1.  Word  Study.  Let  the  children  repeat  the  "  Good 
morning  "  rhyme,  running  their  fingers  under  the  hnes  as 
they  read.  Let  them  find  you,  glad,  dear  in  the  rhyme  and 
at  the  top  of  the  page. 

2.  Reading  from  the  Book.  "  Look  at  the  picture. 
What  do  you  see  in  the  picture?  Who  is  the  woman? 
Yes,  she  is  the  baby's  mother.  What  is  she  doing?  She 
is  singing  '  Good  morning  '  to  the  baby.  The  book  tells 
us  right  by  the  picture  what  she  is  singing.  Who  can  read 
it?  "  (The  "  I'm  "  will  probably  give  no  trouble.  The 
sense  tells  what  it  is.  Let  the  children  make  it  out  for 
themselves  if  they  can.) 

3.  Reading  from  the  Blackboard.  By  this  time  the 
children  should  have  become  familiar  with  the  script 
which  they  have  seen  in  the  "  head-lists  "  and  at  the 
bottom  of  the  page.  Here  and  hereafter  have  the  script 
read  wherever  it  occurs.  Place  on  the  blackboard  in 
print  and  script:  Good  morning,  baby  dear.  I'm  glad  to 
see  you. 

4.  Dramatization. 

5.  Silent  Reading  and  Doing. 

I  roll  the  ball  to  you. 
Catch  the  ball. 
Roll  the  ball  to  me. 
Bounce  the  ball. 

47 


Hand  the  ball  to  me. 
Give  the  ball  to  a  girl. 

6.  Ear  Training.      (Call  this  the  "  whirring  "  sound.) 

roll  run  rise  round  rose 

bur  her  fur  sir  girl        etc. 

For  treatment  of  these  words,  see  11,  7. 

7.  Enunciation.     Drill   upon   the   correct   enunciation 
of  the  words  in  6. 

8.  Rapid  Word  Drill. 

9.  Rhyme  Study.     The  "  Kitty's  Name  "  rhyme  con- 
tinued. 

10.  Seat  Work.     "  Lay  or  build  "  sentences. 


LESSON   13.     PRIMER,   PAGE   13 

My  Name  is  Dot 

1.  Review. 

Good  morning,  Fun. 
I'm  glad  to  see  you. 

Good  morning,  Kitty.- 
I'm  glad  to  see  you. 

I  like  fun. 

That  is  why  my  name  is  Fun. 

2.  Thought     and     Word     Development.     Study     the 
picture  and   develop   the   following    sentences.     Dot   and 

48 


pretty    may    be    developed    from    the    rhyme     "  Kitty's 
Name." 

3.   Reading  from  the  Blackboard. 


I  see  a  kitten. 

Kitty 
kitten 

I'm  glad  to  see  her. 

The  kitten  is  pretty. 

That  is  why  I'm  glad  to  see  her. 

pretty 

I  see  her  paws. 
Her  name  is  Dot. 

Dot 

4.  Word  Study. 

5.  Reading  from  the  Book.     Page  13. 

6.  Ear  Training,     put     paw     play     pretty 

Let  the  children  read  these  words  from  the  book.  Then 
pronounce  them  yourself,  emphasizing  the  initial  conso- 
nant. Lead  the  children  to  note  that  they  all  begin  with 
the  same  letter  and  the  same  sound.  Lead  the  children 
to  understand  that  the  first  thing  to  know  about  a  new 
word  is  how  it  begins.  Lead  them  to  note  also  that  we  can 
not  tell  what  a  word  is  from  its  beginning:  we  must  see 
or  hear  the  whole  word.  Now  tell  them  you  are  going  to 
pronounce  words  with  the  "  p  "  sound  in  them  and  ask 
them  to  tell  you  where  the  ''  p  "  sound  comes,  —  whether 
at  the  beginning,  in  the  middle,  or  at  the  end: 

clap  skip  hop  mop         drop  stop 

clapper     hopper      chopper     pat  stopping,  etc. 

Remember  that  ''p"  is  a  whisper  (voiceless)  consonant. 
(See  73,  L) 

49 


7.  Enunciation.     Teach    the    children    to    pronounce 
clearly  the  following: 

Peter  Piper  picked  a  peck  of  pickled  peppers. 

8.  Drills  and  Reviews.     Rapid   Word   and   Sentence 
Drills. 

9.  Seat  Work.     "  Laying  "  or  building  sentences. 

10.   Rhyme     Study.        "  Kitty's     Name "     continued. 
(Page  15.) 


LESSON   14.     PRIMER,   PAGE   14 
My  Kitten 

1.  Review.     Read  page  13. 

2.  Thought  and  Word  Development.  Study  the  rhyme 
and  the  picture  on  page  15  and  from  them  develop  the 
sentences  given  below.  (The  little  girl  is  pointing  to  her 
kitten.     She  wants  to  tell  us  something.) 

3.  Reading  from  the  Blackboard. 


See  my  kitten. 

She  is  white. 

she  white 

Her  name  is  Dot. 

Why  is  her  name  Dot? 

See  that  dot. 

i 

That  is  why  her  name  is  Doto 

She  is  a  good  kitten. 

She  is  pretty,  is  she  not? 

not 

She  is  very  pretty. 

very 

50 

4.  "Word   Study.     Word   cards:   she,   white,   not,   very. 
Find  them  in  the  rhyme  and  on  page  14. 

5.  Reading  from  the  Book.     Read  page  14. 

6.  Ear  Training.     Spot,  dot,  not,  cat,  put,  that,  etc. 
(See  1,  7.) 

7.  Enunciation.     Drill   to   correct   errors.     See    previ- 
ous lessons. 

8.  Drills    and    Reviews.     Rapid    word    and    sentence 
drills. 

9.  Seat  Work.     Build  sentences. 


LESSON   15.     PRIMER,   PAGE    15 

1.  Thought  and  Word  Development.  Study  the  rhyme 
and  the  picture.     (See  Lesson  7.) 

2.  Word  Study.  Word  cards:  But,  one,  all,  spot, 
black,  very,  not,  white,  she,  pretty,  name,  that,  why,  her,  etc. 
Find  these  words  in  the  rhyme  and  the  head-list. 

3.  Reading  from  the  Blackboard. 

See  that  kitten. 

She  is  a  white  kitten. 

She  is  white,  but  not  all  white.  but  all 

Her  name  is  Dot. 

Why  is  that  her  name? 

Can  you  not  see  that  black  spot  ?  spot  black 

I  can  see  one  black  spot.  one 

That  is  why  her  name  is  Dot. 

4.  Ear  Training.  Use  the  foot-Hsts.  Read  them  up 
and  down. 

51 


can 

dog 

girl 

like 

clap 

dot 

give 

love 

catch 

dear 

good 

little 

Have  the  children  note  of  their  own  accord,  if  pos- 
sible, the  words  that  rhyme.  Have  the  children  give 
other  words  that  rhyme  with  dot:  hot,  got,  lot,  pot,  shot, 
slot,  hlot,  rot,  etc. 

5.  Enunciation.  Drill  for  correct  pronunciation  of 
white,  why,  which,  when,  what,  etc.  Remember  that 
wh  =  hw;  but  many  children  omit  the  h  sound.  Thus, 
instead  of  saying  which  (=  hoo-itch)  they  say  witch 
(=  oo-itch). 

To  correct  this  trouble  the  following  devices  are  sug- 
gested : 

(a) 

Directions  to  the  children: 

1.  Hold  your  hands  in  front  of  you,  so.  (About  fif- 
teen inches  from  the  mouth.) 

2.  Take  a  deep  breath :  fill  your  lungs  full. 

3.  While  blowing  out  your  breath  so  that  you  can  feel 
it   on  your  hands,  say  what   (or  which,  when,  where,  etc.). 

(b) 
Same  as  (a)  except  that  the  children  are  told  to  try  to 
blow  out  an  imaginary  candle  held  at  the  same  distance 
from  their  mouths. 

(c) 

1.  Pronounce  the  two  words:    who  itch. 

2.  Pronounce  them  together  quickly;  more  quickly 
still. 

52 


3.    Pronounce  them  as  one  word. 

Where  (  =  who  air)  may  be  treated  in  the  same  manner. 

After  mastering  which  and  where,  the  children  should 
be  able  to  enunciate  correctly  what,  when,  why  ( =  who  I), 
whether,  etc. 

The  above  drill  is  based  upon  the  fact  that  w  is  prac- 
tically equivalent  to  oo  (not  prolonged)  and  wh  {=  hw)  to 
who  (=hoo).  (See  Webster's  International  Unabridged 
Dictionary.) 

6.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills. 

7.  Seat  Work.     Build  the  rhyme. 


LESSON    16.     PRIMER,    PAGE    16 

1.  Thought  and  Word  Development.  Silent  reading 
with  appropriate  actions,  questions,  and  answers.  "  Who 
has  a  ball?  John  has  a  ball.  John  may  stand.  Watch 
the  crayon.  Do  what  it  says.  li  it  asks  a  question, 
answer  that  question." 

2.  Reading  from  the  Blackboard. 

Run  to  me,  little  boy. 

Hand  me  that  ball. 

Is  the  ball  my  ball? 

Is  the  ball  her  ball? 

Is  it  his  ball?  it 

Is  it  your  ball?  your 

Bounce  the  ball  and  catch  it. 

Hand  it  to  a  girl. 

53 


Give  it  to  her. 
Hand  it  to  that  boy. 
Give  it  to  me. 
Roll  it  to  that  girl. 

3.  Reading  from  the  Book.     Read  page  16. 

4.  Ear  Training.  Have  the  children  give  words  that 
rhyme  with:  ball,  hand,  me,  it,  can,  run,  etc. 

5.  Enunciation.  The,  this,  that,  them,  then,  those,  etc. 
{d  for  th). 

"  Th  is  formed  between  the  tip  of  the  tongue  and  the 
upper  teeth,  with  the  edges  of  the  tongue  flattened  against 
the  side  teeth  to  obstruct  the  breath  at  all  points  but  the 
tip."  (From  The  Faults  of  Speech,  by  Alexander  Melville 
Bell.) 

If  a  child  says  de  for  the  or  dat  for  that  the  main  trouble 
lies  in  the  position  of  the  tongue:  it  is  back  of  the  upper 
teeth  instead  of  between  the  upper  and  lower  teeth.  The 
remedy  is  simple.  Tell  the  child  to  bite  his  tongue  and 
blow.  With  breath  only,  this  gives  th  as  in  thin,  death,  etc. 
For  th  in  this,  that,  etc.,  tell  the  child  to  bite  the  tongue 
and  blow  and  make  a  sound  in  the  throat.  Also  have  the 
child  practice  making  the  continuous  sound,  th-th-th  (both 
vocal  and  non-vocal),  thus  helping  him  to  feel  the  difference 
between  it  and  the  explosive  d. 

6.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills. 

7.  Seat  Work.     Build  sentences. 

8.  Labeling.     Bunny.     A  pony. 


54 


LESSON   17.     PRIMER,  PAGE   17 

Baby  and  Bunny 

1.  Review. 

See  that  white  rabbit. 
That  is  Ben's  rabbit. 
Ben  feeds  his  rabbit. 
Ben  likes  to  feed  his  rabbit. 

2.  Thought  and  Word  Development.  Picture  study 
and  story. 

One  morning  Baby  was  lonesome.  She  wanted  some 
one  to  play  with.  Big  brother  Ben  and  sister  Kate  were 
at  school.  Kitty  had  hidden  away  somewhere  where 
Baby  could  not  find  her.  So  Baby  got  her  big  ball.  Then 
she  went  out  into  the  yard.  There  she  met  a  white  rabbit. 
She  knew  the  rabbit's  name;  so  she  said  —  What  do  you 
think  she  said?  (Children)  "  Good  morning,  Bunny." 
(BB).  And  Bunny  said,  "  Good  morning,  Baby.  I'm 
glad  to  see  you."  (BB)  Now  Bunny  was  looking  at  the 
big  ball.  He  thought  it  must  be  something  good  to  eat. 
Something  big  and  round  that  rabbits  like  to  eat.  What 
do  you  suppose  he  thought  it  was?  Yes,  he  thought  it  was 
cabbage.  So  he  said,  —  "  Give  me  that  cabbage."  (BB) 
Then  Baby  laughed  and  said,  —  "  That  is  not  cabbage. 
It  is  not  like  cabbage.  It  is  a  ball.  I  can  play  ball.  Can 
you  play  ball,  Bunny?  "  (BB)  But  Bunny  said,  —  ''  I 
can  not  play  ball."  But  I  can  (How  does  a  rabbit  eat? 
You  know  he  takes  little  bites.     What  do  we  say  he  does)? 

55 


Yes,  Bunny  said,  —  ''I  can  nibble  cabbage.  I  like  to  nib- 
ble it.  Ben  feeds  me  cabbage."  (BB)  Then  Baby  laughed 
again  and  said,  —  "I  can  not  give  you  cabbage.  Ben  can 
give  it  to  you.  You  can  nibble  Ben's  cabbage.  I  like  to 
play  ball.  Play  ball,  Bunny."  But  Bunny  said,  "  I  can 
not  play  ball.  I  like  to  play  '  nibble  cabbage.'  I  like  Ben. 
He  feeds  me  cabbage.  I  see  Ben."  (BB)  And  so  off  ran 
Bunny  to  meet  Ben  and  Ben  gave  him  cabbage  to  nibble. 
Then  Ben  and  Baby  had  a  game  of  "  Roll  the  Ball." 
3.   Reading  from  the  Blackboard. 

Baby.       Good  morning,  Bunny.  Bunny 

Bunny.     Good  morning.  Baby. 

I'm  glad  to  see  you. 

Give  me  that  cabbage.  cabbage 

Baby.       That  is  not  cabbage. 

It  is  not  like  cabbage. 

It  is  a  ball. 

I  can  play  ball. 

Can  you  play  ball,  Bunny? 
Bunny.     I  can  not  play  ball. 

But  I  can  nibble  cabbage.  nibble 

I  like  to  nibble  it. 

Ben  feeds  me  cabbage.  feeds 

Baby.       I  can  not  give  you  cabbage. 

Ben  can  give  it  to  you. 

You  can  nibble  Ben's  cabbage. 

I  like  to  play  ball. 

Play  ball,  Bunny. 
Bunny.     I  can  not  play  ball. 

I  like  to  play  ''nibble  cabbage." 

I  like  Ben. 

He  feeds  me  cabbage. 

I  see  Ben. 


Reading  from  the  Book. 
56 


Read  page  17. 


LESSON   18.     PRIMER,   PAGE    18 
Bunny 

1.  Thought  and  Word  Development.  Turn  to  the 
picture  on  page  4.  Study  the  picture  and  develop  the 
sentences  given  below. 

2.  Reading  from  the  Blackboard. 

See  that  rabbit. 

See  him  run. 

See  his  heels.  heels 

The  rabbit  kicks  up  his  heels.  kicks  up 

The  rabbit  likes  fun. 

His  name  is  Bunny. 

That  is  a  funny  name,  is  it  not?  funny 

3.  Reading  from  the  Book.     Page  18. 

4.  Ear  Training  and  Enunciation.  Place  on  the  black- 
board. 

cabbage        nibble        little        Bunny        funny      morning 
cab  bage      nib  ble       lit  tie      Bun  ny      fun  ny     morn  ing 
cab  nib  lit  Bun  fun  morn 

(1)  "  What  does  this  word  say?  "     (cabbage) 

(2)  Let  the  teacher  pronounce  cab  bage  so  as  to  bring 
out  cab. 

(3)  "  Who  can  tell  me  what  this  word  is?"     (cab) 

(4)  Let  the  children  pronounce  cabbage,  cab'bage  and 
cab  as  the  teacher  points. 

57 


Treat  in  the  same  manner  the  other  words.  Vary  by 
covering;   also  by  using  word  cards. 

5.  Ear  Training.  Practice  on  the  foot-Hsts.  Em- 
phasize the  b.  Do  not  attempt  to  prolong  it  much;  do 
not  at  this  stage  pronounce  it  apart  from  the  rest  of  the 
word;  it  is  an  "  explosive,"  but  let  it  '  explode  '  into  the 
following  consonant  or  vowel.     (See  75,  1). 

boy  black  baby  Ben 

ball  Bunny  bounce  but 

6.  Enunciation.  Drill  to  correct  errors.  ("  tahhage  ") 
(See  3,  8.) 

5.  Silent  Reading  and  Doing. 

Run. 

Skip. 

Hop. 

Run  and  skip. 

Run  and  hop. 

Run  and  kick  up  your  heels. 

6.  Seat  Work.     Build  sentences. 

7.  Rhyme  Study.  Begin  the  "  Pussy  Cat  "  rhyme  on 
page  25,  using  chart  or  blackboard  and  book. 


58 


LESSON    19.     PRIMER,   PAGE    19 

Spot  and  His  One  Trick 

1.  Review. 

Ben  has  a  little  dog. 
The  dog's  name  is  Fun. 
That  is  a  funny  name. 
Fun  can  kick  up  his  heels. 

Ben  has  a  rabbit. 
The  rabbit's  name  is  Bunny. 
Bunny  is  a  funny  name. 
Bunny  can  kick  up  his  heels. 

2.  Thought  and  Word  Development.  "Who  has  ever 
had  a  horseback  ride?  When  you  are  a  little  older  per- 
haps you  may.  It  is  great  fun.  Once  there  was  a  little 
boy  who  lived  in  the  country.  His  name  was  Tim  and  he 
had  a  pony  all  his  own.  Tim  could  ride  his  pony  all  alone. 
But  he  had  to  catch  him  first.  One  day  Tim  wanted  a  ride. 
So  he  went  into  the  pasture  where  the  pony  was  feeding. 
He  was  eating  grass.  He  ate  so  much  that  it  made  him 
fat.  Tim  called  out,  '  Come  Spot,  come  Spot!'  But  Spot 
would  not  come.  Then  Tim  walked  toward  the  pony  very 
elowly,  till  he  got  very  near  him.  Then  Spot  turned 
around  and  kicked  up  his  heels  right  in  Tim's  face.  That 
was  his  trick.     Spot  thought  it  was  fun  to  kick  up  his  heels. 

"Then  Tim  got  a  handful  of  nice  green  grass  and  held 
it  out  to  Spot  and  called,  'Come  Spot,  come  Spot!  '  Spot 
saw  the  fine  grass  and  thought  it  would  taste  good.  Be- 
sides he  liked  Tim  and  meant  to  let  himself  be  caught. 

59 


So  slowly,  very  slowly,  he  walked  toward  Tim  till  he  could 
nibble  the  grass  from  his  hand.  Then  Tim  quickly  slipped 
the  bridle  over  Spot's  head  and  the  pony  was  caught. 
Then  Tim  led  Spot  to  the  barn  and  put  on  the  saddle  and 
had  a  fine  ride." 

3.  Reading  from  the  Blackboard. 

See  my  pony.  pony 

His  name  is  Spot. 

Spot  has  one  trick.  trick 

He  likes  to  kick  up.  he 

He  likes  to  kick  up  his  heels. 

That  is  his  trick. 

But  I  can  catch  him. 

Spot  is  a  fat  pony.  fat 

He  likes  to  nibble  grass. 

4.  Word  Study.  Word  cards:  pony,  fat,  he,  trick. 
Find  these  words  on  the  blackboard;  in  the  head-list;  in 
the  reading. 

5.  Reading  from  the  Book.     Page  18. 

6.  Ear  Training.  Use  lists  at  the  bottom  of  page  19. 
Remember  that  h  is  a  whisper  (voiceless)  consonant. 

he  her  his 

heel  hand  hop 

7.  Enunciation.     Special  drill  to  correct  errors. 

8.  Seat  Work.     ''  Lay  "  sentences. 

9.  Drill.     Rapid  sentence  drill. 

10.  Labeling.  Draw  a  picture  of  a  pony  on  the  black- 
board and  label  the  head  and  tail.  If  the  teacher  can  not 
draw,  let  her  use  a  picture  of  a  pony  or  of  some  other  animal. 

60 


LESSON   20.     PRIMER,   PAGE   20 
Tim  Taking  a  Ride 

1.  Word  Study.     Compare  these  forms:  (BB) 

spot  Dot  she's 

Spot  dot  he's 

Word  cards:    why,  that,  very,  one.  But. 

2.  Reading  from  the  Blackboard. 

See  that  pony. 

That  is  Tim's  pony. 

That  pony  is  black. 

His  name  is  Spot. 

Why  is  that  his  name? 

See  that  one  white  dot. 

That  is  why. 

Spot  is  a  pretty  name,  is  it  not? 

It  is  a  very  pretty  name. 

3.  Reading  from  the  Book.     Page  20. 

4.  Dramatization,     How  Tim  caught  his  pony.     (Two 
boys.) 

5.  Ear  Training.     (Words  in  words.) 

his      fat      ball      hand      catch      your 
is        at         all         and      cat  you 

Sound  his  so  as  to  bring  out  is.     Let  the  children  imi- 
tate, then  ask  them  to  sound  is.     Then  have  them  pro- 

61 


nounce  his,  is,  in  the  ordinary  way.     Proceed  in  the  same 
manner  with  the  other  pairs. 

This  exercise  may  be  given  by  writing  his,  fat,  etc.  (or 
using  word  cards)  and  covering  or  erasing  the  initial  (or 
terminal)  letters. 

6.  Enunciation.    Drill  to  correct  errors. 

7.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills. 

8.  Seat  Work.     Build  sentences. 


LESSON   21.     PRIMER,   PAGE   21 
Tim's  Pony,  Little  Spot 

1.  Review.     Read  page  19. 

2.  Thought  and  Word  Development.  Study  the  pic- 
ture on  page  20  and  by  appropriate  questions  develop  the 
following  sentences.  Let  the  pony  talk.  (If  the  labeling 
has  been  done  as  directed  in  19,  10,  head,  tail,  and  heels  will 
need  no  development.) 

3.  Reading  from  the  Blackboard. 

I  am  Tim's  pony.  Tim's 

I  have  one  white  spot. 

I  have  a  pretty  tail.  tail 

I  have  a  head.  head 

I  have  heels.  heels 

I  can  kick  up  my  heels. 
Can  you  kick  up  your  heels? 
Tim  can  kick  up  his  heels. 
62 


4.  Word  Study.     Word  cards:    Tim,  head,  heel,  have. 

5.  Reading  from  the  Book.     Page  21. 

6.  Ear  Training.     Use  the  foot  hsts. 

heel  he  all         kick    . 

head        me        ball        trick 

7.  Enunciation.     Drill  to  correct  errors. 

8.  Drills    and    Reviews.     Additional    drill    on    have. 
Rapid  sentence  drill. 

I  have  a  little  pony. 
I  have  a  little  dog. 
I  have  a  little  kitten. 
I  have  a  little  rabbit. 
I  have  a  little  ball. 
I  have  a  head. 
I  have  heels. 

Have  you,  etc. 

9.  Seat  Work.     Build  sentences. 

10.  Labeling.     A  puppy,  A  mouse,  A  cat. 

11.  Rhyme  Study.     Continue  the  study  of  the  ''  Pussy 
Cat  "  rhyme,  page  25. 


63 


LESSON   22.     PRIMER,   PAGE   22 
Kate  and  her  Kitten 

1.  Review. 

I  have  a  little  rabbit. 
I  like  to  feed  my  rabbit. 
I  feed  him  cabbage. 
Cabbage  is  good. 
Bunny  likes  to  nibble  it. 
Bunny  likes  me. 
I  am  good  to  Bunny. 
That  is  why  he  likes  me. 

2.  Thought  and  Word  Development.  Study  the  pic- 
ture and  by  appropriate  questions  develop  the  following 
sentences. 

3.  Reading  from  the  Blackboard. 

See  that  girl  and  her  kitten. 

That  girl's  name  is  Kate.  Kate 

Kate  feeds  her  kitten. 

She  feeds  her  milk.  milk 

She  puts  the  milk  in  a  pan.  in  pan 

The  kitten  likes  the  milk. 

She  laps  it  up.  laps 

The  kitten  loves  Kate. 

Why? 

Kate  loves  her. 

4.  Word  Study.  From  word  cards,  blackboard  and 
book. 

5.  Reading  from  the  Book.     Page  22. 

6.  Ear  Training. 

64 


tail 

heel 

clap 

Kate 

pan 

pat 

ail 

eel 

lap 

ate 

an 

at 

Treat  these  words  as  directed  in  20,  5. 

7.  Enunciation.     Why,    which,    what,    when,    where. 

8.  Drills  and  Reviews.     Rapid  word  drill. 

9.  Rhyme  Study.     "  Pussy  Cat,"  page  25  from  black- 
board or  book. 

10.  Seat  Work.     Build  sentences. 


LESSON   23.     PRIMER,   PAGE   23 
Ben  Feeds  His  Little  Dog 

1.  Review.     Read  page  22. 

2.  Thought  and  Word  Development.     Study  the  pic- 
ture and  develop  the  sentences  given  below. 

3.  Reading  from  the  Blackboard. 

See  that  boy. 

See  that  little  dog. 

The  boy  likes  the  little  dog. 

He  pats  his  head.  pats 

The  little  dog  wags  his  tail.  wags 

I  like  to  see  him  wag  his  tail.  him 

The  boy  feeds  the  little  dog. 

I  like  to  see  the  little  dog  fed.  fed 

4.  Word  Study.     From  word  cards,    blackboard   and 
book. 

5.  Reading  from  the  Book,     Read  page  23. 

65 


6.  Ear  Training  and  Enunciation.     Drill  on  the  foot 

lists. 

he  pat  can  fun 

his  pony  catch  fed 

him  play  cabbage  feed 

See  3,  8,  for  the  sound  c,  k  and  how  to  make  it.  Find 
words  in  words :  is,  at,  lay,  an,  cat,  cab,  fee.  Add  s  to  pat, 
play,  etc.,  and  's  to  pony. 

7.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills.     (All  words  not  sufficiently  mastered.) 

8.  Seat  Work.     Build  sentences. 

9.  Rhyme  Study.     Dramatize  "Pussy  Cat,"  page  25. 

I.  Let  one  child  personate  Pussy  Cat;  another  the 
Queen;  a  third  the  little  mouse.  During  this  scene  the 
children  may  give  their  imagination  free  rein,  supplying 
words  and  actions  to  their  heart's  content  so  long  as  they 
retain  the  spirit  of  the  rhyme. 

II.  Pussy  Cat  continues  her  travels  until  she  meets 
a  child  who  interrogates  her  as  in  the  rhyme.  In  this 
dialogue  let  the  actors  hold  to  the  exact  words  of  the 
rhyme. 


66 


LESSON   24.     PRIMER,   PAGE   24 
Tom  and  his  Puppy. 

1.  Review.     Read  pages  22  and  23. 

2.  Thought  and  Word  Development.  From  picture 
study  and  conversation. 

Develop  "  Thank  You  "  thus: 

Prepare  a  card  or  cards  saying  "  Thank  you."  (Two 
cards  may  be  held  together  by  paper  clips.)  Ask  a  child 
to  bring  you  a  book  or  some  other  article.  "  What  do  we 
say  to  people  when  they  do  something  for  us  or  give  any- 
thing to  us?  I  am  going  to  say  thank  you  to  Jack  without 
opening  my  mouth."  (Show  the  card  or  cards.)  "  WTiat 
does  this  say?  This  card  says  'Thank  you.'  I  am  going 
to  put  it  up  here  where  any  of  you  can  get  it,  then  we 
are  going  to  play  a  little  game." 

"  Kate  may  give  a  book  to  Charlie  and  Charlie  must 
say  '  Thank  you  '  to  Kate  without  opening  his  mouth." 
Kate  hands  Charlie  the  book.  Charlie  goes  and  gets  the 
card  and  holds  it  before  her  to  read.  .  "  What  did  Charlie 
say  to  Kate?"  etc.,  etc. 

Properly  managed  games  such  as  this  can  be  made 
great  fun  for  the  children. 

3.  Reading  from  the  Blackboard. 

See  the  boy  and  the  dog. 

The  dog  is  a  little  dog. 

The  little  dog  is  a  puppy.  puppy 

The  boy's  name  is  Tom.  Tom 

67 


Tom  gives  milk  to  the  puppy. 
The  puppy  laps  up  the  milk. 
He  licks  the  pan. 
Thank  you,  Tom,  thank  you. 


licks 
thank 


4.  Word  Study.  From  word  cards,  blackboard  and 
book. 

5.  Reading  from  the  Book.  Page  24.  "  Look  at  the 
story  below  the  picture.  There  are  two  parts  to  the  story. 
The  first  part  tells  what  Tom  says  to  the  puppy.  The 
second  part  tells  what  the  puppy  says  to  Tom.  Who  will 
read  what  Tom  says  to  the  puppy?  Who  will  read  what 
the  puppy  says  to  Tom?  " 

6.  Ear  Training  and  Enunciation. 

Place  these  words  on  the  blackboard;  have  pupils 
sound  them  and  give  rhymes  for  each  word. 

lick        wag        lap        fed        Kate        milk 

7.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills. 

8.  Seat  Work.     "  Lay  "  sentences. 

9.  Rhyme  Study.     "  Pussy  Cat,"  page  25. 


68 


LESSON   25.     PRIMER,  PAGE   25 

1.  Reviewr  -■  -  -  -  ^^  -    ^        _^  - 

See  that  kitten. 

That  is  Kate's  kitten. 

Kate  Ukes  to  feed  her  kitten. 

She  feeds  her  good  milk. 

The  kitten  Hkes  the  milk. 

She  laps  it  up. 

She  licks  the  pan. 

I  like  to  see  a  kitten  fed. 

The  kitten  loves  Kate. 

Why? 

Kate  loves  the  kitten. 

That  is  why. 

2.  Rhyme  Study.     (See  7,  1.) 

3.  Word  Study.  Word  cards:  mouse,  cat,  look,  have, 
you,  her.  "  What  does  this  card  say?  "  If  a  child  does 
not  know,  let  him  go  over  the  rhyme  till  he  finds  out. 
"  Match  this  word  with  the  same  word  in  the  rhyme." 

"  Read  the  words  at  the  bottom  of  the  page." 

4.  Ear  Training.     (See  11,  7.) 

mouse  cat  pan  like 

morning  catch  pat  look 

5.  Enunciation.  Drill  to  correct  errors.  See  that 
children  can  sound  properly  th  and  wh.  (See  15,  5  and 
16,  4.) 

6.  Drills  and  Reviews.  Rapid  word  and  sentence 
drills. 

69 


7.  Labeling.     A  lion. 

8.  Seat  Work.     Let  the  children  reproduce  the  "  Pussy 
Cat"  rhyme  with  small  word  cards. 


LESSON  26.     PRIMER,  PAGE   26 

The  Country  Mouse 

1.  Review. 

I  see  a  pussy  cat  and  a  mouse. 
The  cat  sees  the  mouse. 
She  likes  the  little  mouse. 
The  little  mouse  sees  the  cat. 

See  the  cat  run. 
Look  out,  little  mouse. 
See  the  little  mouse  skip. 
See  him  run. 
Run,  little  mouse,  run. 

2.  Thought  and  Word  Development.  Picture  study 
and  story.  "  Once  there  was  a  little  boy  who  lived  in  the 
city.  Now  this  little  boy  was  not  very  well,  and  so  one 
summer  he  went  to  the  country  to  stay  with  his  grand- 
mother. Can  you  find  his  grandmother's  house  in  the 
picture?  Can  you  find  the  little  boy?  He  is  out  for  a  walk 
in  the  fields  and  he  has  found  something  strange  to  him. 
He  knows  about  city  mice  that  live  in  holes  and  come  out 
at  night  to  nibble  his  mother's  cheese.  But  he  has  never 
heard  of  mice  that  can  do  what  this  little  mouse  is  doing. 
What  is  the  mouse  doing?     What  do  you  think  he  is  climb- 

70 


ing  that  wheat  stalk  for?  Yes,  he  Ukes  to  nibble  wheat. 
The  little  boy  used  to  have  some  tame  rabbits  at  home. 
He  fed  them  cabbage.  So,  he  says  to  the  little  mouse, 
'  Let  me  feed  you,  little  mouse.  (BB)  Let  me  feed  you 
cabbage.'  (BB)  But  the  little  mouse  is  frightened  and 
starts  to  run  away.  So  the  little  boy  says,  '  Why  do  you 
run,  little  mouse?  (BB)  Do  you  not  like  cabbage? 
(BB)  Or  are  you  afraid  of  pussy  cat?  Do  not  be  afraid. 
I  will  not  let  pussy  catch  you,' 

"But  the  little  mouse  ran  on  and  the  little  boy  followed, 
and  soon  he  found  the  house  that  the  little  mouse  lived  in. 
It  was  hung  on  some  wheat  stalks  and  it  was  almost  like  a 
bird's  nest.  You  can  see  it  in  the  picture.  You  can  see 
the  little  mice  in  the  nest.  You  can  see  the  little  mouse, 
too,  on  top  of  the  nest.  If  the  little  mouse  could  talk 
what  do  you  think  she  would  say?  I  think  she  would  say, 
'  I  do  not  like  cabbage.  (BB)  And  I  do  not  like  kitty. 
(BB)  But  kitty  Hkes  me.  (BB)  Do  not  let  kitty  see 
me,  little  boy.'  (BB)  That  is  what  the  little  boy 
thought  the  mouse  meant.  After  awhile  he  went  back 
to  the  house.  Do  you  think  he  told  the  pussy  cat  about 
the  little  mouse?  " 

3.   Reading  from  the  Blackboard. 

Let  me  feed  you,  little  mouse.  Let 

Let  me  feed  you  cabbage. 

Why  do  you  run,  little  mouse?  do 

Do  you  not  like  cabbage?  Do 

Do  you  see  pussy? 

I  will  not  let  pussy  catch  me.  let  will 

I  do  not  like  cabbage. 

It  is  not  good. 

71 


I  do  not  like  kitty. 

But  kitty  likes  me. 

I  will  run. 

I  will  not  let  her  catch  me. 

Do  not  let  kitty  see  me. 

4.  Word  Study.  From  word  cards,  blackboard  and 
book. 

5.  Reading  from  the  Book.  Read  the  page,  sentence 
by  sentence;  then  let  one  child  personate  the  mouse; 
another,  the  boy.     Let  each  character  read  his  part. 

6.  Ear  Training.     (See  11,  7.) 


1  ittle 

tai  1 

like 

hee  1 

1  ove 

ball 

1  ap 

all 

lick 

1  ook 

let 

7.  Enunciation.     Review. 

8.  Drill.     Rapid    word    drill.     (Or    steps,    stones    or 
ladder  drills.) 

9.  Seat  Work.     Build  sentences. 

10.  Rhyme  Study.  Place  on  the  blackboard  (or  chart) 
the  rhyme  on  page  27.  Repeat  the  rhyme  with  the 
children,  running  the  pointer  under  the  line  as  the  words 
are  said.     Place  on  the  blackboard  (or  on  cards) : 

123456789        10 
one    two  three  four  five     six  seven  eight  nine    ten 


72 


LESSON   27.     PRIMER,   PAGE   27 
I  Caught  a  Mouse  Alive 

1.  Review. 

I  see  you,  little  mouse. 
Look  out,  little  mouse. 

Pussy  cat  can  see  me. 

She  Hkes  to  catch  a  Uttle  mouse. 

I  will  run. 

Do  not  let  pussy  cat  catch  me. 

Run,  httle  mouse,  run. 

I  like  to  see  you  run. 

T  will  not  let  pussy  catch  you. 

2.  Thought  and  Word  Development.     Study  the  pic- 
ture and  rhyme  as  in  previous  lessons. 

3.  Word  Study.     From  word  cards,  blackboard  and 
book. 

4.  Reading  from  the  Blackboard. 

I  see  a  little  mouse. 

The  little  mouse  is  caught.  caught 

I  will  let  the  mouse  out. 

Run,  little  mouse,  run. 

Look  out,  little  mouse. 

Do  not  let  the  puppy  catch  you. 

5.  Ear  Training  and  Enunciation.     (See  11,  7.)     Drill 
on  the  foot  lists: 

73 


6. 


fat 

pat                     to 

he 

fun 

pan                     Tom 

me 

four 

pony                   tail 

she 

five 

puppy                trick 

see 

DriU. 

Rapid  sentence  drill  with  cards. 

Look  out. 
Look  up. 

* 

Look  in. 

f 

Look  at  me. 

Look  at  him. 

Look  at  her. 

Look  at  that. 

Look  at  pussy. 

Look  at  Tim. 

Do  not  let  pussy  catch  you. 
Do  not  let  Fun  catch  you. 
Do  not  let  me  catch  you. 
Do  not  let  Kate  catch  you. 

7.  Seat  Work.     Build  sentences. 

8.  Story-Telling.  Tell  in  narrative  form  the  fable  of 
"The  Lion  and  the  Mouse."  Make  it  as  vivid  and  dra- 
matic as  possible.  Call  attention  to  the  picture  opposite 
page  28. 


74 


LESSON   28.     PRIMER,   PAGE   28 

1.  Review. 

Fun  caught  two  rabbits. 
Pussy  caught  one  mouse. 
Tom  caught  his  puppy. 
Kate  caught  her  kitten. 
Tim  caught  his  pony. 
Baby  caught  the  ball. 

2.  Thought  and  Word  Development.  Recall  the  fable 
and  study  the  picture.  Compare  the  lion  and  the  mouse. 
Use  the  following  sentences. 

3.  Reading  from  the  Blackboard. 

Do  you  see  that  lion?  lion 

I  see  that  lion. 

Is  the  Hon  little? 

The  lion  is  not  httle. 

He  is  big.  big 

Is  the  mouse  big? 

The  mouse  is  not  big. 

A  mouse  is  very  little. 

But  a  lion  is  very  big. 

So  is  a  pony.  so 

4.  "Word  Study.  From  word  cards,  blackboard  and 
book. 

5.  Reading  from  the  Book.     Page  28. 

6.  Ear  Training  and  Enunciation.  (BB)  (See  18,  4 
and  20,  5.) 

75 


cat 

pat 

pan 

will 

hand 

heel 

tail 

catch 

c  at 

p  at 

p  an 

w  ill 

h  and 

h  eel 

t  ail 

cat  ch 

at 

at 

an 

ill 

and 

eel 

ail 

cat 

"  What  is  this  word?  "     (cat) 

'*  Sound  it  in  two  parts,  slowly."     (c  at) 

''  What  is  this  word?  "     (at) 

(So  for  "pat,  pan,  etc.) 

7.  Drills.     Rapid  word  and  sentence  drills  with  card 
or  from  the  blackboard. 

8.  Seat  Work.     Sentence  building. 


LESSON    29.     PRIMER,    PAGES    29,   30,    31,    32 
The  Lion  and  the  Mouse 

1.   Thought  and  Word  Development.^ 

(a)  Informal  phonics  —  Word  problems.  The  children 
should  now  be  ready  to  take  a  further  step  towards  inde- 
pendent reading.  They  have  already  had  some  prac- 
tice in  distinguishing  phonic  elements,  in  finding  words 
in  words,  and  in  changing  words,  so  as  to  make  other 
words.  They  are  now  to  be  taught  how  to  make  out  new 
words  for  themselves. 

The  process  does  not  involve  formal  phonic  analysis, 
though   as  fast   as  phonic   elements   are   developed   they 

'The  teacher  is  advised  at  this  point  to  develop  all  the  new  words 
found  in  the  story  in  order  that  there  may  be  no  break  in  the  continuity  of 
the  reading. 

76 


are  used;  and  it  does  not  call  for  formal  teaching  so 
much  as  for  the  increasingly  independent  activity  of  the 
pupils  in  dealing  with  an  interesting,  because  practical, 
problem. 

The  chief  work  of  the  teacher  is  to  provide  the  materials 
in  the  form  of  familiar  words  related  to  the  new  words, 
and  to  show  how  to  use  them:  the  eager  self-activity  of 
the  children  does  the  rest. 

For  example,  the  new  word  no  occurs  in  the  lesson  and 
the  children  are  to  make  it  out  through  the  familiar  words 
name  and  so.  From  name,  by  bringing  out  the  initial 
letter  (as  they  have  been  taught  to  do)  they  derive  n; 
from  so,  by  dropping  s  (as  they  have  also  had  practice  in 
doing)  they  derive  o;  and  from  these  elements  they 
readily  make  out  no,  the  answer  to  the  problem. 

It  should  be  carefully  noted  by  the  teacher  that  this 
is  a  problem  in  construction,  and  as  such  is  essentially 
different  in  its  effect  on  mental  powers  and  mental  habits 
from  mere  drill  in  recognition. 

Word  problems:    no,  not,  go,  see,  0. 


name 

so 

not       let 

give 

so 

will       see 

so 

n  ame 

S  0 

n  ot     1  et 

g  ive 

S  0 

w  ill     s  ee 

s  o 

n 

o 

n            et 

g 

o 

w            ee 

0 

no 

net 

go 

wee 

"We  are  to  find  out  what  this  word  says."     {point) 
"What  does  this  word  say?"     {name) 
"What  does  this  letter  say?"     (n) 
Proceed  in  the  same  manner  with  so  and  o. 

77 


''Do  not  speak  aloud,  whisper.  What  do  these  two 
letters  say?"     (n  and  o) 

''Whisper  them  together."     {n-n-n  o-o-o) 
"What  does  this  word  say?"     {no) 

Let  the  teacher  help  the  children  with  this  exercise  all 
that  may  be  necessary.  The  amount  of  assistance  needed 
will  depend  upon  the  care  and  thoroughness  with  which 
the  exercises  in  Ear  Training  and  Enunciation  given  in  the 
preceding  lessons  have  been  treated.  The  only  new  thing 
in  this  exercise  is  the  blend. 

If  the  children  do  not  get  the  word  by  whispering  the 
sounds  together,  the  teacher  should  show  them  how  to  do 
it  by  softly  sounding  the  letters  together  herself,  slowly 
at  first  and  then  rnore  rapidly  until  the  individual  sounds 
become  merged  into  the  word,  the  children  imitating  in  a 
whisper. 

The  teacher  may  of  course,  if  she  deems  it  advisable, 
allow  the  children  to  make  the  blend  by  sounding  the 
letters  aloud;  but  experience  has  shown  that  the  "  whis- 
per "  blend  is  better  than  the  oral  blend,  and  the  silent  or 
"  thought  "  blend  better  than  either.  As  soon  as  the 
power  to  make  the  thought  blend  has  been  developed,  the 
children  should  be  trained  to  think  the  problems  through 
silently,  giving  oral  expression  to  the  result  (the  new 
word)  only.  Oral  blending,  if  practiced  at  all,  should  be 
confined  to  such  sounds  as  may  be  easily  prolonged.  "  It 
has  been  pointed  out  by  more  than  one  writer,  that  the 
frequent  attempts  on  the  part  of  the  child  to  give  the 
powers  of  such  letters  as  d,  b,  p,  t,  etc.,  without  any 
accompanying  vowel  sound,  has   a  tendency  to  produce 

78 


stammering."  {The  Principles  and  Practice  of  Teaching 
and  Class  Management,  by  Joseph  Landon.) 

(6)  Study  the  pictures  on  pages  29,  31  and  32;  and  by 
appropriate  questions,  based  upon  these  pictures  and  upon 
the  story  (see  27,  8),  develop  the  following  sentences. 
Before  beginning  to  read  these  sentences  explain  the  use 
of  the  words  in  the  margin  (lion  and  mouse) :  they  show 
who  is  talking  and  are  not  to  be  read  (except  silently). 
Show  these  words  also  in  the  book. 

2.   Reading  from  the  Blackboard. 


Lion. 

I  have  caught  you,  wee  mouse. 

wee 

Mouse. 

Let  me  go. 

go 

Lion. 

No.     0,  no. 

No 

Mouse. 

0,  do  let  me  go. 

0 

Lion. 

0,  no,  I  will  not  let  you  go. 

Mouse. 

0,  please  let  me  go. 

please 

Let  me  go  now. 

now 

I  will  help  you. 

help 

Lion. 

A  mouse  is  too  little  to  help  me. 

Mouse. 

I  am  little,  but  I  can  nibble  a  net. 
Please  let  me  go. 

net 

Lion. 
Mouse. 

Yes,  I  will  let  you  go  now. 
Thank  you,  good  lion,  thank  you. 

Yes 

3.  Word   Study.     From  word   cards,   blackboard  and 
book. 

4.  Reading  from  the  Book.     Pages  29,  30,  31,  32. 
Before  beginning  to  read  explain  that  the  words  in 

parentheses  on  page  32  (nibble,  nibble)  are  not  to  be 
spoken,  but  acted.  Read  the  dialogue  straight  through 
in  the  ordinary  manner,  and  then  go  over  it  again,  having 
one  child  read  the  part  of  the  lion  and  another  that  of  the 
mouse.     The  actors  may  be  changed  for  each    act.     En- 

79 


courage  the  children  to  put  as  much  Hfe  and  vigor  into 
this  dramatic  reading  as  possible. 

5.  Dramatization.  Let  the  children  take  parts  of  the 
Lion  and  the  Mouse,  two  different  children  for  each  act. 
Tell  them  that  the  fairies  have  changed  them.  Pin  cards 
on  them  marked  MOUSE,  LION.  Place  sentences  from 
the  story  on  the  board.  Let  the  two  children  read  their 
proper  sentences,  the  other  children  keeping  a  sharp  look- 
out to  see  that  the  lion  reads  only  the  lion's  share,  and  the 

mouse  only  his  share. 

I 
Mouse.     Wee,  wee. 
Lion.        I  have  caught  you. 
Mouse.     Let  me  go. 
Lion.        No,  no. 

II 

Mouse.     O  please  let  me  go. 

I  will  help  you. 
Lion.        You  are  too  little. 
Mouse.     I  am  little,  but  I  can  help. 
Lion.        Go,  little  mouse,  go. 
Mouse.     Thank  you,  big  lion. 

Ill 

Lion.        I  am  the  lion  that  caught  the  mouse. 
I  am  caught  now. 
I  am  caught  in  a  net. 
Will  the  little  mouse  help  me? 


IV 

Mouse.  Is  that  you? 

Lion.  Yes,  it  is  I. 

Mouse.  I  will  help  you. 

Lion.  Thank  you,  good  little  mouse. 

80 


6.   Ear  Training  and  Enunciation.     Drill  on  the  foot- 
lists,  pages  29,  30,  31,  32. 


(29) 

so 

see 

spot 

(30) 

skip 

let 

lick 

like 

look 

lap 

little 

love 

(31) 

lion 

no 

net 

now 

(32) 

name 

dear 

do 

fed 

head 

dog 

dot 

feed 

hand 

(rills 

and 

Reviews.     Rapid 

word 

and    sentence 

drills. 

8.  Seat  Work.     Build  sentences. 

9.  Rhyme  Study.  Have  the  children  repeat  orally  the 
rhyme  on  page  33.  If  they  have  learned  another  version 
they  will  need  help  on  the  third  line. 


81 


LESSON  30.     PRIMER,   PAGE  33 
This  Little  Pig 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  at,  bit,  pig.     (See  29) 


cat 

boy 

pan       big 

c  at 

b  oy 

p  an     b  ig 

at 

b    it 

P              ig 

bit 

pig 

(b)  Rhyme  study. 

Treat    this  rhyme  as   directed   in  the  Introductory 
Lessons  and    7,  1,  etc.       * 

Teach  this  and  had  from  the  rhyme. 

Let  the  children  say  the  rhymes  to  their  fingers. 


2.  Word  Study.     As  in  previous  lessons. 

3.  Ear  Training  and  Enunciation.  Review  th  and  wh. 
(See  15,  5  and  16,  4.) 

4.  Drills  and  Reviews.  Rapid  word  and  sentence 
drill. 

5.  Dramatization.  Re-act  ''The  Lion  and  the  Mouse" 
without  the  book.  Encourage  the  children  to  put  as 
much  life  and  snap  into  it  as  possible.  Encourage 
them  to  follow  the  version  in  the  book,  but  do  not  insist 
upon  it  in  such  a  way  as  to  check  their  enthusiasm. 

82 


6.   Word    Problems.     (For    practice.)     hat,    bat,    mat, 
sat,  rat,  bad,  mad,  pad,  sad,  shad,  sit,  fit,  hit,  pit,  wit. 


had    cat 

bit    hat 

him    fat 

this     mat 

roll    sat 

h  ad  c  at 

b  it  h  at 

hi  m  f  at 

thi  s  m  at 

r  oil  s  at 

h           at 

b          at 

m     at 

s       at 

r           at 

hat 

bat 

mat 

sat 

rat 

but     had 

b  ut  h  ad 

b  ad 

bad 


my     bad 

m  y  b  ad 

m         ad 

mad 


put    mad 

p  ut  m  ad 

p  ad 

pad 


see     pad 

s  ee  p  ad 

s  ad 

sad 


she     pad 

sh  e  p  ad 

sh         ad 

shad 


so     bit 

feed     sit 

head     fit 

paw     hit 

will      pit 

s  0  b  it 

f  eed  s  it 

h  ead  f  it 

p  aw  h  it 

w  ill  p  it 

s         it 

f            it 

h            it 

p            it 

w          it 

sit 

fit 

hit 

pit 

wit 

In  dealing  with  these  word  problems  "  the  teacher 
should  carefully  avoid  taking  answers  in  such  a  way  as  to 
allow  one  pupil  to  lead  or  guide  another,  or  to  make  it 
possible  for  the  slower  pupils  to  follow  the  lead  of  those 
that  are  brighter.  In  harmony  with  the  fundamental  law 
of  self-activity  each  pupil  should  think  and  answer  inde- 
pendently. It  will  not  do  to  let  the  names  of  words  be 
spoken  aloud  as  soon  as  they  are  discovered,  or  the  slower 
pupils  will  get  little  development  and  they  will  be  trained 
to  rely  on  others  and  give  as  their  own,  answers  worked 
out  by  others.  It  is  astonishing  how  instantaneously 
pupils  in  a  class  will  catch  the  answer  given  by  a  leader 
in  simultaneous  answering." 

83 


"  In  solving  eye  problems,  the  pupils  should  raise 
their  hands  when  they  think  they  have  solved  the  prob- 
lems given,  and  as  the  hands  are  raised  the  teacher 
should  step  in  front  of  each  pupil,  place  an  open  hand 
on  each  side  of  the  child's  mouth  to  prevent  others  hear- 
ing, and  lean  forward  to  allow  the  child  to  whisper  the 
word  or  sentence  that  has  been  written  on  the  board.  A 
smile  or  the  shaking  of  the  head  will  indicate,  the  result  to 
the  child. 

"  If  wrong,  the  child  at  once  tries  again  to  find  where 
he  has  gone  wrong  in  either  ear  or  eye  problems.  These 
exercises  guided  by  a  good  teacher  will  develop  as  much 
concentration  of  effort  and  enthusiasm  as  any  exercises 
that  can  be  given  in  school,  not  excepting  even  the  plays 
of  the  school-grounds."  {Teaching  to  Read,  by  James 
L.  Hughes.) 


LESSON  31.     PRIMER,   PAGE  34 
Jack  and  Fe-fi-fo-fum 


1.   Review. 


Good  morning,  big  lion. 
I  am  glad  to  see  you. 

Good  morning,  little  mouse. 
I  am  glad  to  see  you. 
I  am  glad  I  let  you  go. 

I  can  nibble  a  net. 
I  can  help  a  big  lion. 
84 


2.   Thought  and  Word  Development. 
(a)  Word  problems. 


hop 

now 

^h  op 

n  ow 

h 

how 

ow 

(6)  Tell  this  story. 

Once  upon  a  time  there  was  a  terrible  giant.  He  was 
as  tall  as  a  tree,  and  as  strong  as  a  lion,  and  as  bad  as  bad 
could  be.  He  carried  a  great  club  with  great  iron  horns 
sticking  out  of  it,  and  a  shield  as  big  as  the  side  of  a  house. 
In  his  ears  were  great  iron  earrings,  his  eyes  were  awful, 
and  out  of  his  mouth  came  smoke  and  steam.  When  he 
met  any  one  he  had  only  to  speak  to  frighten  him  almost 
out  of  his  wits.     And  this  is  what  he  would  say: 

"I  am  Fe-fi-fo-fum. 
See  how  big  I  am."  (BB) 

He  would  bellow  so  hard  and  so  loud  that  the  poor  fright- 
ened person  seemed  to  see  the  words  coming  out  of  his 
mouth.  And  then  the  giant  would  take  the  poor  scared 
creature  to  his  castle  and  keep  him  in  prison  there.  His 
castle  was  full  of  prisoners. 

Now  there  was  in  that  same  country  a  brave  young 
fellow  named  Jack.  He  had  heard  of  the  giant  Fe-fi-fo- 
fum,  and  he  said  to  himself,  "  W^y  should  not  I  find  this 
giant  and  fight  him  and  put  an  end  to  his  evil  hfe?  " 

^  In  the  word  problems  given  hereafter  this  form  will  be  omitted.     The 
teacher  may  however,  if  she  deems  it  necessary,  continue  to  use  it. 

85 


''  I  am  not  afraid  of  him."     (BB) 

So  Jack  started  off  to  find  the  giant.  Now  Jack  was 
shm  and  young,  and  you  would  have  thought  that  he  was 
no  match  for  the  giant  at  all.  He  had  no  shield,  but  he 
did  have  a  sharp  sword,  and  something  even  better  than 
that:  a  brave  heart.  The  fact  is.  Jack  did  not  know  what 
it  was  to  be  afraid.  He  had  never  wronged  anyone  in 
the  world.  "  Why  should  I  be  afraid  of  anyone  or  of  any- 
thing? "  said  Jack,  as  he  walked  along  the  road  looking 
for  the  giant.  Just  then  he  caught  sight  of  the  high  towers 
of  the  giant's  castle,  and — what  was  that  at  the  foot  of  the 
hill  below  the  castle?  Was  it  a  lion  standing  on  its  hind 
legs  and  roaring?  "  Ah,"  said  Jack,  "  I  think  that  is 
my  giant."  So  he  walked  right  up  to  him.  At  first  the 
giant  did  not  see  Jack,  he  was  so  small.  Then  he  bent 
over,  looked  at  him  with  his  two  terrible  eyes,  stamped 
his   foot,    and   bellowed   forth :  — 

(Here  let  the  children  read  from  the  Primer.  Give  all 
a  chance  to  work  out  the  first  three  lines.  Give  help 
freely.     Do  not  stop  for  drill.) 

Then  Jack  spoke  up.     The  giant  had  told  Jack  who  he 
was,  so  Jack  thought  he  would  tell  the  giant  who  he  was. 
(Who  would  like  to  read  what  Jack  said  to  the  giant?) 

Then  a  strange  thing  happened.  The  giant  had  never 
before  met  anyone  who  was  not  afraid  of  him.  So  when 
he  heard  Jack  say: 

86 


''  I  am  not  afraid  of  you," 

and  when  he  saw  that  Jack  was  really  not  afraid,  the 
cruel  old  giant,  who  was  a  coward,  and  who  had  been 
a  coward  all  along,  became  so  afraid  and  so  sick  and 
trembly  that  his  knees  gave  way  under  him  and  he 
fell  to  the  ground.  And  that  was  the  end  of  Fe-fi- 
fo-fum.  And  Jack  went  up  to  the  giant's  castle,  which 
was  not  the  giant's  castle  at  all,  but  belonged  to  Jack's 
father,  and  now  was  Jack's.  He  freed  all  the  prisoners 
and  among  them  was  a  beautiful  princess  whom  the  giant 
had  shut  up  in  the  highest  tower.  He  restored  her  to  her 
home;  and  afterwards  he  married  her  and  brought  her  to 
his  castle,  and  there  they  lived  happily  ever  after. 

3.  Reading  from  the  Blackboard. 

I  am  Fe-fi-fo-fum.  Fe-fi-fo-fum 

See  how  big  I  am.  how 

I  am  not  afraid  of  him.  afraid  of 

4.  Dramatization.  Who  will  be  the  giant  and  read 
what  he  says?  Remember  to  sound  your  name  very  hard 
as  if  you  were  puffing  clouds  of  smoke  between  your  upper 
teeth  and  your  lower  lip.  Who  will  be  little  Jack?  Jack, 
are  you  afraid  of  the  giant?  Are  you  frightened?  Who 
can  find  the  word  that  tells  that  Jack  is  not  scared?  Look 
at  '  afraid '  on  the  blackboard.  Find  it  in  the  book. 
Now  read. 


87 


LESSON  32.     PRIMER,   PAGE  35 
Formal  Phonics.     F. 

1.  Sound  the  Element  in  Familiar  Words. 

"Look  at  this  picture."     (Page  34.) 
'^What  does  the  giant  say  his  name  is?" 
''Yes,  hisname  is  Fe-fi-fo-fum."     (BB) 
"How  many  parts  are  there  in  his  name?" 
"See,  each  part  begins  with  the  same  letter."     (Point.) 
"Now,  look  at  this  page." 

"See  that  big  letter,  big  enough  for  three  words." 
"Who  can  tell  me  this  word?"  (fat)    So  for  the  other 
words. 

(The  teacher  may  write  or  print  the  words  on  the  black- 
board if  necessary.) 

"  Look  at  the  words  below.  Who  will  say  all  four  of 
them?  "     {Fe,  fi,  fo,  fum.) 

"Now  hsten  to  me."  The  teacher  sounds/  e,J  i,f  o, 
f  um.     Bring  out  the  /. 

2.  Sound  the  Element  Alone. 

"  Now  who  can  tell  me  what  this  letter  says?  "  (/in 
margin.) 

If  any  child  fails  to  enunciate  "/"  properly,  tell  him  to 
bite  his  under  lip  and  blow. 

3.  Build  Words  by  Combining  the  New  Element  with 
Familiar  Words  and  Phonograms. 


in 

at 

it 

all 

fin 

fat 

fit 

fall 

fin 

fat 

fit 

fall 

ORAL    BLEND 

"  What  does  this  word  say?  "     (in) 
"  What  does  this  letter  say?  (/)    this  word?  "  (in) 
"  Say  them  together  slowly;  "  (/  in)   rapidly,      {fin) 
As  soon  as  possible  the  teacher  may  lead  the  children 
to  think  the  sounds  and  blend  them  silently  thus: 

THOUGHT   BLEND 

"  Think  the  first  sound,  and  get  ready  to  make  it," 
(i.e.,  bite  the  lower  lip). 

"  Think  the  rest  of  the  word." 

"  Think  the  whole  word." 

"  Say  the  word." 

Or,  more  briefly: 

"  Think  (the  first  sound,  the  rest  of  the  word)." 

''  Make  ready  (position)." 

"  Say  the  word." 

The  following  points  deserve  notice: 

(1)  The  children  have  been  prepared  for  this  work 
from  the  beginning  by  ear  training,  drill  in  enunciation, 
and  practice  with  word  problems. 

(2)  The  formal  work  is  based  on  the  informal,  and  is 
the  natural  outgrowth  of  it. 

(3)  The  gap  between  the  informal  and  the  formal  is 
bridged  by  the  imagination.     (The  story  of  the  giant.) 

(4)  Formal  drill  is  largely  replaced  by  an  interesting 
and  practical  problem,  in  which  the  teacher  sets  the  prob- 
lem and  supplies  the  materials  to  work  with,  and  the  pupil 
independently  and  self-actively  does  the  work. 

(5)  The  unnecessarily  difficult  oral '  blend '  is  replaced  by 

89 


the  thought  blend,  in  which  the  pupil  merges  the  elements, 
not  by  saying  them  together,  but  by  thinking  them  to- 
gether, making  ready,  then  saying  the  word  in  a  natural  way ; 
the  pupil  thus  being  taught  from  the  first  to  make  out 
unfamiliar  words  in  the  way  everyone  makes  them  out,  — 
in  the  way  he  will  make  them  out  for  the  rest  of  his  life. 

4.  Seat  Work.  Word  building.  Furnish  to  each 
child  an  envelope  containing  enough  "  letter  squares  "  or 
"  alphabet  cards  "  to  build  all  the  words  on 
page  35  of  the  Primer;  and  let  him  build 
the  words.  For  succeeding  "  Seat  Work " 
exercises  in  "  Word  Building,"  add  to  those 
in  each  envelope  the  necessary  "  squares." 
Cards  suitable  for  this  work  may  be  obtained  from  a 
toy-shop  or  a  printer's  shop;  or  the  teacher  may  prepare 
them  herself  by  the  use  of  a  mimeograph  or  hectograph. 
(See  4,  11.) 


LESSON   33.     PRIMER,   PAGE  36 

1.   Review. 

Look  out,  Jack. 

That  is  Fe-fi-fo-fum. 

That  is  his  name. 

Look  at  him. 

Do  you  see  him  look  at  you? 

Run,  Jack,  run. 

Do  not  let  him  catch  you. 

0  yes,  I  see  him. 

1  see  him  look  at  me 

90 


I  am  very  little. 

But  I  am  not  a  bit  afraid  of  him. 

I  will  not  run. 


2.  Thought  and  Word  Development.  Study  the  pic- 
ture and  the  rhyme  as  directed  in  previous  lessons.  (See 
especially  7,  1.)  Memorize,  sing,  and  act  it.  If  necessary 
explain  that  a  lassie  is  a  girl.  If  there  are  no  girls  in  the 
class  one  or  more  girls  may  be  borrowed  from  another 
class.     Later  laddie  may  be  substituted  for  lassie. 

3.  Word  Study.  From  word  cards,  blackboard  and 
book, 

4.  Phonics. 

(a)  Review  the  work  on  page  35. 
(6)  Word   building:   Jig,  fill,  fat,  fan,  feel,  fail,  fear, 
fib,  fay,  fad,  fame,  lass. 


big 

will 

cat 

pan 

heel 

tail 

ig 

ill 

at 

an 

eel 

ail 

fig 

fill 

fat 

fan 

feel 

fail 

dear 

nib 

way 

had 

name 

lassie 

ear 

ib 

ay 

ad 

ame 

lass 

fear 

fib 

fay 

fad 

fame 

5.  Enunciation.     Drill  to  correct  errors. 

Hereafter  both  ear  training  and  enunciation  will  be 
for  the  most  part  merged  in  phonics. 

6.  Drills    and    Reviews.     Rapid    word    and    sentence 
drills. 

7.  Seat  Work.     Build  words  or  sentences. 

8.  Labeling.     A  fox. 

91 


LESSON  34.     PRIMER,   PAGE  37 
Once  I  Saw  a  Little  Bird 

1.  Thought    and    Word    Development    and    Review. 

Develop  went  from  "  This  Little  Pig  Went  to  Market," 
page  33. 

Develop  away  from  a  way.  Develop  once  and  said 
from  the  rhyme. 

2.  Word  Study  and  Reading  from  the  Book.  Let  the 
children  study  the  picture.  ''Where  is  the  Uttle  girl? 
What  is  she  looking  at?  What  is  the  bird  doing?  The 
little  girl  is  talking  to  the  bird.  What  is  she  saying  to 
the  bird?"  etc. 

Let  the  children  try  to  read  the  rhyme  for  themselves. 
Some  of  them  will  be  able  to  do  it.  Encourage  them  to 
ask  for  words  they  do  not  know.     Help  them: 

(1)  by  directing  attention  to  the  thought  setting,  the 
context ; 

(2)  or  by  referring  the  word  to  its  original  phrase; 

(3)  or  by  referring  it  to  its  phonic  group; 

(4)  or,  if  necessary,  by  telling  outright. 

3.  Phonics. 

(a)  Drill  on  the  foot  lists: 

now  to  wag  way 

how  into  went  away 

(6)  Word  problems :  wag,  tag,  rag,  cow,  bow,  bar,  car,  jar. 

92 


but     wag 

too     bag 

roll     tag 

cat      now 

b           ag 

t           ag 

r          ag 

c           ow 

bag 

tag 

rag 

cow 

boy     cow 

boy     far 

can     far 

Jack     car 

b          ow 

b           ar 

c           ar 

J             ar 

bow 

bar 

car 

jar 

4.  Enunciation.  See  that  no  child  acquires  the  habit 
of  saying  oncet  for  once.  Connect  the  pronunciation  of 
once  with  that  of  one.  It  may  be  well  to  keep  these  .two 
words  upon  the  blackboard  for  some  days,  thus: 

one 
once 

5.  Drills  and  Reviews.  From  word  cards  or  black- 
board. 


Did  you  ever  see  a  rabbit? 

U  U  U  U       U    pQj^y? 

"       "      "      "    "  mouse?  etc. 


Yes,  I  did  see  a  rabbit  once. 


pony 
"  "  mouse  "  etc. 


6.  Seat  Work.     Build  words  or  sentences. 

7.  Supplementary  Reading.     (See  Part  I  p.  Ixiv.) 


93 


LESSON  35.     PRIMER,   PAGES  38,   39 
The  Fox  and  the  Rabbit 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  eat,  met,  ran. 


1  meat 

my            let 

roll     can 

eat 

m                et 

r          an 

met 

ran 

(5)  Study  the  picture  and  develop  the  following  sen- 
tences : 

Do  you  see  that  rabbit? 

Is  he  afraid? 

Yes,  he  is  afraid. 

Why  is  he  afraid? 

He  sees  that  fox.  fox 

That  is  why. 

Do  you  see  that  fox? 

Yes,  I  see  him. 

He  sees  the  rabbit,  too. 

That  fox  likes  rabbits. 

Why  is  that? 

Rabbits  are  good  to  eat.  eat 

Once  I  met  a  little  rabbit.  met 

I  said,  ''How  do  you  do,  little  rabbit?" 

The  rabbit  was  afraid  of  me. 

So  he  ran  away  ran 

I  ran  after  him.  after 

But  I  did  not  catch  him. 

I  let  him  run  away. 

^  See  Primer,  page  33. 

94 


3.  Word  Study.  Pick  out  the  new  words  from  the 
above  sentences.  Show  them  on  cards.  Review  as  may 
be  necessary. 

4.  Reading  from  the  Book.     Read  pages  38  and  39. 

5.  Dramatization.  Let  the  children  play  "The  Rabbit 
and  the  Fox,"  using  the  dialogue  suggested  by  the  text. 

6.  Phonics.  Word  problems:  box,  gay,  get,  man,  seat, 
hood,  match. 


bit     fox 

b        ox 

box 


wag  way 
g  ay 
gay 


go     met 

g  et 

get 


me     ran 

m        an 

man 


so 

s        eat 
seat 


head       good 

h  ood 

hood 


met       catch 

m  atch 

match 


7.  Drills    and    Reviews.     Rapid    word    and    sentence 
drills. 

8.  Seat  Work.     Build  words  or  sentences. 

9.  Labeling.     A  tree. 

10.   Rhyme   Study.     Begin    the    study  of   the  rhymes 
on  page  43. 


95 


LESSON   36.     PRIMER,    PAGES   40,   41,   42 
The  Lion  and  the  Fox. 

1.   Review  and  Development  of  New  Words.     Review 

the  story  of  "  The  Lion  and  the  Mouse." 


Once  a  mouse  met  a  Hon. 

The  hon  caught  the  mouse. 

The  mouse  was  afraid  of  the  lion. 

So  the  mouse  said, 

"I  am  very  httle." 

0  please  let  me  go,  Mr.  Lion. 

The  lion  was  good  to  the  little  mouse. 
He  did  not  eat  him  up. 

The  mouse  met  the  lion  again. 

This  time  he  was  not  afraid  of  the  lion. 

He  said, 

''Good  morning,  Mr.  Lion." 

How  do  you  do  this  morning?" 

Mr.  Lion  said, 

"Dear  little  mouse,  I  am  glad  to  see  you. 

1  am  not  very  well  this  morning. 
I  am  caught  in  a  net. 

I  let  .you  go  once. 

Can  you  help  me  now?" 

The  little  mouse  looked  at  the  net. 

He  said, 

"I  can  nibble  that  net. 

I  can  help  you  this  time." 

So  the  little  mouse  nibbled  the  net. 

The  lion  said, 

''Thank  you,  dear  little  mouse." 

96 


was 


Mr. 


agam 
time 


well 


looked 


2.  Word  Study.     From  word   cards,  blackboard   and 
book. 

3.  Thought  Development  and  Reading  from  the  Book. 

Study  the  pictures  and  read  pages  40,  41,  and  42. 

4.  Phonics. 

(a)  Drill  on  the  foot  lists: 

40 

net  met         way        was  pan        ran 


41 


can 


pan 


ran 


fan 


42 


me 
met 


my 
milk 


am 
him 


Tom 
Tim 


(6)  Word  problems :  book,  hook,  shook,  took,  tell,  sell,  silk. 


ball     look 
b  ook 

book 


have    book 

h  ook 

hook 


shake   hook 

sh  ook 

shook 


let  look 
t  ook 
took 


too      well 

t  ell 

tell 


so  tell 

s  ell 

sell 


see         milk 

s  ilk 

silk 


5.  Drills    and    Reviews.     Rapid    word    and    sentence 
drills. 

6.  Seat  Work.     Build  words  or  sentences. 

7.  Rhyme  Study.     Continue  the  study  of  the  rhymes 
on  page  43. 


97 


LESSON  37.    PRIMER,  PAGE  43 
The  Rain 

1.   Thought  and  Word  Development. 

(a)  Word  building  and  Word  problems:  fall,  day,  tree. 


all 
fall 

did     way 

d           ay 

day 

trick     see 
tr           ee 
tree 

Develop  want  from  the  rhyme. 

(6)  Study  the  pictures  and  the  rhymes,   as    directed 
in  7,  1,  etc. 

2.  Word  Study.     From  word  cards,   blackboard  and 
book. 

3.  Phonics. 

(a)  Drill  on  the  foot  lists. 

away  see  day  all 

again  tree  way 

afraid  three  away 


fall 
ball 


(6)  Word  building  or  Word  problems :  fell,  free,  sent, 
bent,  Jim. 


well 

ell 

fell 


three 

ree 

free 


yes    went 
s       ent 
sent 


boy     sent 

b  ent 

bent 


Jack     Tim 
J  im 

Jim 


5.  Drills  and  Reviews.     Rapid  word  and  sentence  drill. 

6.  Seat  Work.     Let  the  children  build  one  or  both  of 
the  rhymes. 

98 


LESSON   38.     PRIMER,  PAGE  44 
The  Kid 

1.   Thought  and  Word  Development. 

(a)  Word  problem :  hid. 


kick     did 

k  id 

kid 


(6)  Study  the  picture.  Have  the  children  look  at 
the  picture  and  notice  the  men's  strange  clothes  (shoes) 
so  unlike  ours.  One  of  the  men  is  bare-footed  and  bare- 
headed. See  if  they  notice  that  this  is  not  a  country 
picture,  but  a  city  picture.  Is  it  not  a  queer  thing  that  a 
goat  should  be  right  in  a  city  street?  What  is  the  bare- 
foot man  holding  in  his  arm?  (BB)  WTiat  has  the  other 
man  in  his  open  hand?  How  many  pieces  of  money? 
(BB)  "Wliat  do  you  think  this  man  is  going  to  buy  with 
these  two  pieces  of  money?  (BB)  Tell  the  children 
that  this  is  a  very  old  story  that  was  told  to  little  children 
hundreds  of  years  ago.  It  is  about  a  little  boy's  father 
who  bought  a  kid  (BB)  from  a  shepherd.  He  bought  it 
for  money.     (BB)     For  how  much  money?     (BB) 

2.   Reading  from  the  Blackboard. 

I  see  a  kid. 

I  see  two  pieces  of  money. 

The  httle  boy's  father  bought  a  kid. 

He  bought  it  for  money. 

He  bought  it  for  two  pieces  of  money. 

99 


3.  Reading  from  the  Book.     Let  the  children  read  and 
memorize  the  rhyme. 

4.  Word  Study.     From  word  cards,  blackboard  and 
book. 

5.  Phonics,     (a)  Study  the  foot  lists. 


funny 
father 


fun 
for 


but 
bought 


did 
kid 


(b)  Word  building  and  Word  problems:    hid,   honey, 
nor,  or,  fought. 


he     kid 

h        id 

hid 


how     money 

h  oney 

honey 


for 
or 


Ben 

n    or 
nor 


bought 

ought 

fought 


6.  Seat  Work.     Build  words  or  sentences. 

7.  Labeling.     A  pig.     A  cow. 


LESSON   39.     PRIMER,  PAGE   45 
The   Kid    {Continued) 

1.   Thought  and  Word  Development. 

Word  problems:  then,  ate,  stick,  came,  heat. 


that  Ben 

th         en 

then 


Kate 
ate 


stop  kick 

st         ick 

stick 


can  name 

c         ame 

came 


but 

b      eat 
beat 


2.   Word  Study.     From   word   cards,  blackboard   and 
book. 

100 


Father    money    kid       for    bought     pieces 
then        ate  stick  came       beat 

3.  Reading  from  the  Book.     Begin  at  the  beginning 
and  read  the  four  stanzas  found  on  pages  44  and  45. 

4.  Phonics. 

(a)  Study  the  foot  lists: 


name 
came 


trick 
stick 


this 
then 


Kate 
ate 


(6)  Word  problems:    tame,  game,  gate,  heat,  tick,  thick, 
Nick. 


time     came 

go     name 

girl 

him     beat 

t            ame 

g         ame 

g        ate 

h           eat 

tame 

game 

gate 

heat 

stick 
tick 


thank     tick 

th  ick 

thick 


no     lick 

N       ick 

Nick 


5.   Labeling,     A  sheep.     A  lamb. 


LESSON  40.     PRIMER,    PAGES   46,   47,   48 
The   Kid    (Continued) 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  ox,  killed,  rank,  drank. 


fox 

Kate    will 

ran     thank 

did 

thank 

ox 

k              ill 

r             ank 

d        rank 

drank 

kill 

rank 

drank 

killed 

101 


(h)  Let  the  children  make  out  the  words  fire,  hum, 
water,  butcher  from  the  context;  if  they  fail  to  do  so,  treat 
them  as  sight  words,  that  is,  simply  tell  the  children  what 
they  are. 

Question  the  children  so  as  to  bring  out  the  sequence 
of  characters:  the  kid,  the  cat,  the  dog,  the  stick.  Then 
ask  what  will  come  next,  and  next,  and  next,  etc.,  to  the 
end  of  the  story. 

2.  Reading  from  the  Book.  Begin  at  the  beginning 
and  read  to  the  end. 

3.  Word  Study.  From  the  head  lists  and  text;  from 
word  cards  and  the  blackboard. 

4.  Phonics.     Drill  on  the  foot  hsts,  page  47. 


eat               it            bounce            drank 
beat            bit            bought            thank 

(h)  Word  problems:  ounce,  urn,  wire,  bank,  catcher. 

bounce 
ounce 

burned 
burn 
urn 

want     fire 

w           ire 

wire 

big     drank 

b           ank 

bank 

butcher 
catcher 

5.  Seat  Work.     Word  and  sentence  building. 

6.  Labeling.         A  duck.     A  goose.     A  turkey. 


102 


LESSON  41.     PRIMER,   PAGE   49 
The  Moon 

1.   Word  and  Thought  Development. 

(a)  Word  problems:  man,  other,  mother,  moon,  down. 


milk     ran 

m  an 

man 


another' 
other 


mouse 

m  other 

mother 


father 
mother 


me     too 

m        00 

moo 


net 
moo     n 
moon 


do     how     name 
d         ow    n 
down 


(6)  Let  the  children  study  the  picture  and  the  rhymes. 
Encourage  them  to  try  to  read  them  themselves.  They 
will  perhaps  need  help  on  shining,  there,  air,  God,  and 
bless.  Here  as  everywhere  give  them  all  the  help  neces- 
sary but  no  more.     (See  7,  1,  etc.) 

2.  Word  Study.  From  word  cards,  blackboard  and 
book, 

mother  man  moon  down 

3.  Phonics,  (a)  Drill  upon  the  foot  hsts.  Bring 
out  the  sound  of  m.  (This  work  is  a  preparation  for  the 
next  lesson.) 

mouse  moon  me  mother 

morning  milk  man  money 

4.  Seat  Work.     Build  words  and  sentences. 

6.   Labeling.     A  bird.     A  rooster.     A  chicken. 

^  See  Primer,  page  43. 

103 


LESSON  42.     PRIMER,  PAGE   50 
Formal    Phonics.     M 

The  teacher  may,  if  she  chooses,  improvise  a  story  of 
the  cow  that  goes  every  day  to  the  meadow  where  she 
eats  the  sweet  green  grass  and  drinks  the  cool  water  from 
the  brook  and  then  hes  down  in  the  shade  of  a  big  tree 
and  chews  and  chewg,  —  for  cows  spend  a  great  deal  of 
time  chewing.  Then  when  evening  comes  she  wants  to 
go  home;  so  she  comes  to  the  bars,  and  sings  this  song: 
m-m-m. 

(Have  the  children  observe  the  position  of  the  lips  and 
imitate.     Make  the  ''  giant  sound  "  /  and  contrast  position.) 

1.  Sound  the  Element  (m)  in  Familiar  Words. 

This  has  been  done  in  the  previous  lesson  and  need 
not  be  repeated  {man,  mother,  moon,  etc.). 

2.  Sound  the  Element  (m)  Alone.  This  step  was 
taken  when  the  children  sang  the  little  song  of  the  cow 
{m-m-m) . 

3.  Word  Building.    (See  Lesson  32  —  Primer,  page  35.) 


at 

an 

eat 

ate 

m  at 

m  an 

m  eat 

m  ate 

mat 

man 

meat 

mate 

4.    Practice  in  Sounding  m  Final. 


am 

I'm 

name 

Tim 

lim 

time 

came 
104 

Tom 

5.    Word  Building:  mill,  mire,  may,   mad,  map,  mail, 
mitten,  men,  make,  match,  mop,  seem. 


will 

ill 

mill 

fire 

ire 

mire 

day 
ay 

may 

had 

ad 

mad 

lap 

ap 

map 

tail 

ail 

mail 

kitten 

Ben 

shake 

catch 

stop 

see 

itten 

en 

ake 

atch 

op 

seem 

mitten 

men 

make 

match 

mop 

6.  Labeling.     Bird,  chicken,  rooster. 

7.  Seat  Work.     Word  building. 


LESSON   43.     PRIMER,   PAGES   51,   52,   53 
Little  Dick's  Walk 

1.   Thought  and  Word  Development. 

(a)  Word   problems:   as,    Dick,   on,   soon,   grunt,   bow, 
wow,  puss,  piggy,  wig. 


at     is 

a       s 

as 

Dot     kick 

D          ick 

Dick 

ox     not 
0       n 
on 

so     moon 

s          oon 

soon 

run     at 

run       t 

runt 

go 

g       runt 
grunt 

beat     now 

b             ow 

bow 

will     how          1 
w          ow 
wow 

pussy 
puss 

kitty 

piggy 

well     big 

w          ig 

wig 

105 


(5)  New  words  developed  by  previous  labeling:  pig, 
cow,  sheep,  lamb.  (These  words  may  be  developed  as 
"  problems  "  if  the  teacher  so  desires.) 


put  big 

cat     now 

pat 

P         ig 

c         ow 

wee    p 

pig 

cow 

weep 

shake     weep 
sh  eep 

sheep 


(c)  New  words  to  be  made  out  from  the  context: 
walk,  walked,  there,  ha  ha,  ma  ma.  Bossy. 

(In  such  sentences  as,  "  Once  there  was  a  little  boy," 
''I  will  go  out  to  walk,''  etc.,  the  children  should  have  no 
trouble  in  getting  the  new  words  from  the  sense.  This  is 
true  of  such  words  as  ha  ha,  moo,  how  wow,  etc.) 

(d)  Picture  study:  Study  the  pictures  on  pages  51  and 
53  and  the  colored  picture  opposite  page  52.  By  appro- 
priate questions  develop  the  name  of  the  story  —  Little 
Dick's  Walk.  (BB)  If  necessary,  develop  by  questions 
the  new  words  given  under  (h)  and  (c),  but  ordinarily 
this  should  not  be  necessary  and  time  should  not  be 
wasted  upon  it :  the  children  will  be  eager  to  read  —  let 
them  read. 

2.  Reading  from  the  Book.  Read  "  Little  Dick's 
Walk,"  pages  51,  52,  53  as  rapidly  and  as  continuously 
as  possible. 

3.  Word  Study.  Drill  on  the  new  words  with  word 
cards  or  from  the  blackboard.  Let  the  children  find  the 
difficult  words  (as,  there,  walked,  lamb)  in  the  head  lists 
and  the  text.  Work  through  the  foot  lists  on  pages  52 
and  53. 


106 


52 

beat  moo  how  kick 

burned  moon  now  Dick 

butcher  soon  cow  trick 

53 

pig  piggy  kit  kitty 

4.  Blackboard  Review.     (Optional.) 

Little  Dick's  Walk 

Once  there  was  a  little  boy.  there 

This  little  boy's  name  was  Dick. 

Once  Dick  went  out  to  walk.  walk 

As  he  walked  he  met  a  kitten.  walked 

Then  he  walked  on. 

As  he  walked  on  he  met  a  big  dog. 

Then  he  walked  on. 

As  he  went  on  he  met  a  Bossy  cow.  Bossy 

After  that  he  met  Pig  Wig  and  Piggy  Wee. 

The  pigs  said,  "Grunt." 

Little  Dick  was  not  a  bit  afraid  of  them. 

He  went  on. 

As  he  walked  on, 

He  met  a  mother  sheep  and  her  lamb.  lamb 

Said  the  mother  sheep,  "Ba,  ba."  ba  ba 

Said  the  lamb,  ''Ma,  ma."  ma  ma 

5.  Drills.     Rapid  sentence  drill. 

Once  there  was  a  httle  rabbit. 

"       "    "     ';     mouse,  etc. 
Little  Dick  met  a  kitten. 

"        "    "  dog,  etc. 
Dick  was  not  a  bit  afraid. 
The  kitten  was  not  a  bit  afraid,  etc, 

107 


6.  Context  Reading. 

^^   Once  ....  was  a  little  boy. 
The  little  boy's  ....  was  Dick. 
Dick  ....  out  to  walk. 
He  met  mother  sheep  and  her  little  .... 
The  little  ....  said,  "Ba,  ba." 
Dick  said,  ''How  .  .  .  you  do,  little  lamb?" 

Write  these  sentences  upon  the  blackboard.  Let  the 
children  study  the  sentences  and  supply  the  missing  words; 
then  put  the  word  supplied  in  the  proper  space.  Have 
the  sentences  read.  The  object  of  this  and  other  similar 
exercises  is  to  train  the  children  to  make  out  new  words 
from  the  context. 

7.  Phonics. 

Word  problems:  talk,  turn,  churn,  hunt,  chalk,  keep, 
run,  am,  wet. 


time     walk 
t  alk 

talk 


want  burn 
t  urn 
turn 


catch  burn 
ch  urn 
churn 


how     grunt 
h  unt 

hunt 


catch  walk 
ch  alk 
chalk 


kill     sheep 
k  eep 

keep 


grunt 
runt 
run 


lamb 
am 


walk     met 

w  et 

wet 


8.    Seat  Work.     Build  words  and  sentences. 


108 


LESSON   44.     PRIMER,  PAGES   54,   55,   56 
Little  Dick's  Walk  (Continued) 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  quack,  saw,  chick,  dee,  saw. 


queen  ^  black 

qu  ack 

quack 


soon  paw 

s  aw 

saw 


catch  lick 
ch    ick 
chick 


do  see 

d      ee 

dee 


cat  paw 

c        aw 

caw 


(6)  New  words  developed  by  previous  labeling:  duck, 
goose,  turkey,  bird. 

(c)  Words  to  be  developed  from  a  study  of  the  pic- 
tures and  from  the  context :  gobble,  what,  friendly. 

(d)  Picture  study:  Study  the  colored  picture  oppo- 
site page  52,  and  the  pictures  on  pages  55  and  56,  and  by 
suitable  questions  develop  the  sentences  given  below. 

2.   Reading  from  the  Blackboard. 

See  that  boy  and  that  dog. 

That  boy's  name  is  Dick. 

See  the  dog  lick  Dick's  hand. 

The  dog  likes  Dick. 

Dick  likes  the  dog. 

Dick  and  the  dog  are  good  friends.  friends 

Once  Dick  went  out  to  walk. 

He  went  to  see  his  friends. 

He  met  a  duck.  duck 

The  duck  said,  "Quack,  quack."  quack 

He  met  a  goose.  goose 

The  goose  said,  ''S,  s,  s." 

^  See  Primer,  page  25. 

109 


He  met  a  turkey.  turkey 
The  turkey  said,  ''Gobble,  gobble,  gobble,  you."  gobble 

He  was  not  very  friendly.  friendly 

Dick  saw  a  bird.  bird 

What  did  the  bird  say?  say  what 

The  bird  said,  ''Chick-a-dee-dee-dee."  chick-a-dee 
It  was  a  friendly  bird. 

3.  Word  Study. 

From  this  point  on  the  teacher  may  in  her  discretion 
omit  study  of  the  new  words.  Most  if  not  all  the  prepara- 
tion necessary  mil  be  found  under  ''Word  Problems,"  etc. 

4.  Reading  from  the  Book.  Read  pages  54,  55,  56, 
as  rapidly  and  as  continuously  as  possible. 

5.  Context  Reading. 

\^       Little  Dick  met  a  duck. 

The  duck  .  .  .  "Quack,  quack." 

He  met  a  goose. 

The  .  .  .  said,  "S,  s,  s." 

Then  he  saw  a  turkey. 

The  turkey  said,  "   .  .  ." 

Dick  was  afraid  and  .  .  .  away. 

Then  he  saw  a  rabbit. 

The  rabbit  .  .  .  afraid  and  ran  .  .  , 

So  Dick  .  .  .  on. 

A  little  bird  .  .  .,  "Dee,  dee,  dee." 

"...  is  that?"  said  Dick. 

The  bird  ...  in  a  tree. 

6.  Phonics,     (a)  Study  the  foot  lists,  pages  54  and  56. 

54 


she 

this               went 

Dick 

sheep 

they             want 

duck 

shake 

there            walk 
110 

quack 

56 


paw 

saw 
caw 

see 
tree 
dee 

way 
day 

say 

(6)  Word    problems:    luck,    loose,    hobble,    lack,    quick, 
claw,  gay,  shame. 


let     duck 

1  uck 

luck 


look     goose 

1  oose 

loose 


help     gobble 

h  obble 

hobble 


love     quack 

1  ack 

lack 


quack     Dick 
qu             ick 
quick 


clap     saw 

cl  aw 

claw 


girl     say 

g  ay 

gay 


sheep     name 

sh  ame 

shame 


LESSON  45.     PRIMER,  PAGES   57,   58,  59 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  back,  doo,  cluck,  peep,  them,  gob- 
bler, friend. 


bird     quack 

b  ack 

back 


did     moo 

d  00 

doo 


clap     duck 

cl  uck 

cluck 


paw     sheep 

p  eep 

peep 


then    met 
the       m 
them 


gobble 

gobbler 

butcher 


friendly 
friend 


(b)  New  words  developed  by  previous  labeling:  rooster, 
hen,  chicken. 

Ill 


(c)  Picture  study:  Study  the  pictures  on  page  57  and 
by  appropriate  questions  develop  the  sentences  given 
below. 

2.  Reading  from  the  Blackboard. 

Little  Dick  saw  a  mother  hen  and  her  little  chickens. 

The  mother  hen  said,  "Cluck,  cluck." 

The  chickens  said,  "Peep,  peep." 

Then  little  Dick  saw  a  rooster. 

The  rooster  said,  "Cockle-doodle-doo." 

Little  Dick  liked  the  hen,  the  chickens,  and  the  rooster. 

He  was  a  good  friend  to  them  all. 

3.  Reading  from  the  Book.  Read  pages  57,  58,  59, 
as  rapidly  and  as  continuously  as  possible. 

4.  Context  Reading.     See  Lesson  43. 

My  father  ...  a  kid  for  money. 
The  .  .  .  burned  the  stick. 
The  .  .  .  put  out  the  fire. 
The  .  .  .  killed  the  ox. 
The  ox  drank  the  .  .  . 

5.  Phonics. 

(a)  Study  the  foot  lists  pages  57,  58,  59. 


57 

duck 
cluck 

pig 
big 

sheep 
peep 

58 

kick 
chick 

quack 

black 
59 

back 

doo 
doodle 

moo 
moon 

too 
soon 

112 

goose 
rooster 

(b)  Word    problems:    rat,    moose,    mire,    stack,    whip, 
Dan,  game,  tame,  Turk,  roost. 


roll    pat 

r  at 

rat 


stick     black 

st  ack 

stack 


what     skip 

wh  ip 

whip 


Dick    ran 

D  an 

Dan 


goose    came 

g  ame 

game 


tail     name 

t  ame 

tame 


Turkey 
Turk 


rooster 
roost 


Here  and  hereafter,  let  the  children  work  through  each 
word  problem  silently.  When  they  have  the  answer  let 
them  stand.  Then  let  them  come  forward  one  by  one 
and  whisper  the  answer  to  the  teacher.  With  those  who 
fail  work  through  the  ''problem"  as  directed  in  Lesson  32. 

6.   Blackboard  Review.     (Optional.) 

Once  little  Dick  went  for  a  walk. 

As  he  walked,  he  met  a  kitten. 

Then  he  met  a  big  dog. 

Then  he  met  a  Bossy  cow. 

Then  he  met  a  big  pig  and  a  little  piggy. 

Then  he  met  a  mother  sheep  and  her  Uttle  lamb. 

Then  he  met  a  duck. 

After  that  he  saw  a  goose. 

Then  he  saw  a  turkey. 

After  that  he  saw  a  rabbit. 

Then  he  saw  a  little  bird. 

After  that  he  saw  a  big  black  bird. 

Then  he  saw  a  rooster,  a  hen,  and  her  little  chicks. 

After  that  Dick  went  back  to  his  mother. 

He  said  to  her,  ''I  went  out  to  walk. 

I  saw  all  my  friends. 

I  said,  'Good  morning,'  to  all  of  them. 

Puss  said,  'Mew,  mew.' 

Big  Dog  said,  'Bow,  bow.' 

113 


(And  so  on  for  the  other  animals.) 

I  was  not  a  bit  afraid  of  Bossy. 

But  I  was  a  httle  bit  afraid  of  Mr.  Turkey. 

The  chickens  were  not  at  all  afraid  of  me. 

But  Bunny  was  afraid. 

He  ran  away. 

The  little  bird  was  very  friendly. 

But  Goosey  was  not  very  friendly." 

7.  Dramatization.     Dramatize  "  Little  Dick's  Walk." 

8.  Seat  Work.     Build  words  and  sentences. 


LESSON   46.     PRIMER,  PAGE   60 
What  They  All  Say 

1.  Reading  from  the  Book.  Let  the  children  read  the 
rhyme  without  preparation.  If  says  presents  any  diffi- 
culty give  it  directly. 

2.  Phonics,     (a)  Study  the  foot  lists: 


cat 
pat 

rat 

can 
pan 
ran 

say 
day 
way 

then 
Ben 
hen 

at 

an 

ay 

en 

mat 
fat 

man 
fan 

may 
fay 

men 
fen 

(6)  Word  problems:  toy,  whirl,  patch,  sack,  live,  land, 
bad,  seed,  call,  sit. 

114 


too  boy 
t         oy 

toy 


why  girl 

wh       irl 

whirl 


pan  catch 

p        atch 

patch 


says  quack 

s  ack 

sack 


love  give 

1  ive 

live 


look  hand 

1  and 

land 


but  glad 

b         ad 

bad 


see  did 
see  d 
seed 


caught  all 

c  all 

call 


said  bit 
s  it 

sit 


3.    Context  Reading. 

Once  a  hon  caught  a  mouse. 
The  mouse  said,  "Please  .  . 
The  lion  said,  ''I  will  not  .  , 
I  want  to  .  .  .  you  up." 


me  go. 
you  go. 


The  mouse  said,  ''I  .  .  .  little. 

But  I  .  .  .  help  you." 

The  lion  said,  "I  .  .  .let  you  go  .  .  .  time. 

Once  the  lion  was  .  .  .  in  a  net. 

The  little  mouse  saw  .... 

The  mouse  said,  ''I  .  .  .  help  Mr.  .  .  . 

I  will  nibble  that  ..." 

So  the  mouse  .  .  .  the  net. 

The  lion  said,  ''Thank  .  .  .  good  mouse." 

4.   Seat  Work.     Word  and  sentence  building. 


LESSON   47.     PRIMER,  PAGE   61 
Here  Sits  the  Mayor 

1.   Rhyme  Study.     (See  Lessons  7,  12,  etc.) 
Let  the  children  study  the  rhyme  from  the  book  (prob- 
ably they  already  know  it).     Let  them  pick  out  all  the 
words  they  know. 

115 


Memorize  the  rhyme  and  let  the  children  repeat  it, 
pointing  to  the  forehead,  etc.,  as  indicated  on  the  margin. 

2.  Word  Study. 

3.  Reading  from  the  Blackboard.     (Seeing  and  doing.) 

Look  here. 

Here  is  a  ball. 

Come  here. 

Give  the  ball  to  Jack. 

Roll  it  here. 

Hand  me  your  book. 

4.  Phonics. 

(a)  Study  the  foot  lists. 


hen 


then 


men 


Ben 


ib)  Word  problems:    sail,   ships,    than,  seat,  seas,  far, 
same,  sad. 


sit     tail 

s         ail 

sail 


shake     skips 

sh  ips 

ships 


them     can 

th  an 

than 


say 

s         eat 
seat 


seat 
sea 

seas 


father     ran 
fa  r 

far 


sit     came 

s         ame 

same 


says     glad 

s  ad 

sad 


5.    Seat  Work.     Word  and  sentence  building. 


116 


LESSON   48.     PRIMER,  PAGE   62 
Boats  Sail  on  the  River 


1.  Rhyme  Study.     (See  Lesson  47.) 

2.  Phonics. 

(a)  Study  the  foot  hsts: 

sit  spot  said 

say  stick  soon 


see 
seen 


(6)  Word  problems:  goat,   coat,   pies,   ties,   loud,   sick, 
silk,  sunny. 


give  boat 

g  oat 

goat 


came  boat 

c  oat 

coat 


pig  skies 

p         ies 

pies 


time  gkies 

t  ies 

ties 


cloud 
loud 


sail  lick 

s        ick 

sick 


said  milk 

s  ilk 

silk 


says  funny 

s  unny 

sunny 


3.   Context  Reading. 

Once  a  fox  saw  a  rabbit. 
The  fox  ran  .  .  .  the  rabbit. 
The  rabbit  was  ...  of  the  fox. 
So  the  rabbit  .  .  .  away. 
The  fox  did  not  .  .  .  the  rabbit 
So  the  fox  did  not 
The  rabbit  said, 
*'Mr.  Fox  can  not 


the  rabbit  up. 


.  me. 


So  he  cannot  .  .  .  me  up." 

4.    Seat  Work.     Word  and  sentence  building 

117 


LESSON   49.   PRIMER,  PAGE  63 
Formal  Phonics.     S 

1.  Picture  Study.  Study  the  picture  on  page  63; 
then  have  the  children  study  the  sentences  given  and  sup- 
ply the  omitted  words.  Place  the  words  supplied  in  the 
proper  spaces  and  have  the  sentences  read  aloud. 

2.  Context  Reading. 

Little  Sally's  Walk 

Once  .  .  .  was  a  little  girl. 

The  little^.  .  .  name  was  Sally. 

One  .  .  .  Sally  .  .  .  out  to  walk. 

As  she  .  .  .  she  met  a  goose. 

But  the  goose  .  .  .  not  afraid  .  .  .  Sally. 

The  goose  put  out  .  .  .  head. 

Then  .  .  .  said,  ''S,  s,  s." 

Sallie  was  afraid  .  .  .  the  goose. 

But  she  did  not  .  .  .  away. 

She  did  not  go  up  to  the  goose. 

She  said,  " .  .  .do  you  want,  Goosey?" 

The  goose  .  .  .  "S,  s,  s,"  again. 

"What  do  .  .  .  want  to  say.  Goosey?"  said  Sally. 

The  goose  did  not  say,  "S,  s,  s,"  again. 

Then  she  went  away. 

After  that  little  Sally  walked  on. 

She  went  back  to  her  mother. 

3.  Phonics. 

(a)  See  lessons  32  and  42. 
(6)  Word  building: 

118 


Jack 
back 
sack 

duck 
uck 

suck 

well 

ell 

sell 

will 

ill 

sill 

went 

ent 

sent 

met 

et 

set 

feed 

eed 

seed 

skip 

ip 
sip 

shake 

ake 

sake 

lap 

ap 

sap 

thank 

ank 

sank 

Kate 

ate 

sate 

bought 

ought 

sought 

clap 

lap 

slap 

well 
swell 

pat 
spat 

eat 
seat 

mother 
smother 

am 
Sam 

LESSON   50.     PRIMER,  PAGE   64 
The  Five  Toes 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  hay,  grass,  drink,  whip. 


here     say 

h  ay 

hay 


lassie 
grunt     lass 
gr  ass 

grass 


drank 
drink  ^ 


why     skip 

wh  ip 

whip 


(6)  Let  the  children  get  just  from  the  rhyme  study. 

2.   Rhyme  Study.     (See  Lessons  7,  12,  15,  etc.) 

This  rhyme  is  the  Chinese  form  of  "  This  Little  Pig.'.' 
Let  the  children  turn  to  page  33  and  compare  the  pictures 
and  the  rhyme.  The  children  will  probably  discover  that 
this  is  a  Chinese  mother  and  child.  Tell  them  a  Httle 
about  China  and  the  Chinese. 

"  What  does  the  Chinese  mother  say  to  the  big  toe?  " 
etc. 

1  If  the  children  have  any  difficulty  xv-ith  this  word  let  the  teacher  call 
attention  to  the  sound  of  "  i"  in  "  in." 

119 


Let  five  children  read  the  rhyme,  —  the  largest  the  first 
fine,  the  smallest  the  last  three  lines. 

Let  them  memorize  and  say  the  rhyme  to  their  fingers. 

3.   Phonics. 

Word  problems:  dust,  must,  rust,  crust,  gust,  clip,  drip, 
chip,  lip,  trip,  grip. 


do  just 

d    ust 

dust 


dust 

ust 

must 


ran  dust 

r        ust 

rust 


cow 

c       rust 
crust 


goose  dust 

g  ust 

gust 


clap  skip 

cl  ip 

clip 


drink  clip 

dr  ip 

drip 


chick  drip 

ch  ip 

chip 


look    chip 

1  ip 

lip 


tree  lip 

tr       ip 

trip 


grunt  trip 

gr  ip 

grip 


4.    Seat  Work.     Word  and  sentence  building. 

From  this  time  forward  in  deahng  with  these  word 
problems  the  easier  ones  should  be  worked  "  backward," 
thus: 

(1)  Write  the  word  to  be  made  out  upon  the  black- 
board {tell).  If  the  children  know  the  word  no  further 
work  is  necessary. 

(2)  If  they  do  not  know  the  word,  separate  it  into  two 
parts  {t  ell),  and  ask  the  children  to  "  think  "  the  parts, 
whispering  them  if  necessary.  If  they  can  do  this  let 
them  blend  the  parts,  thus  solving  the  problem. 

(3)  If  they  cannot  "  think  "  either  of  the  parts  ask 
them  to  think  of  a  word  that  has  this  part  in  it  (t)  and 
another  that  has  this  part  in  it  (ell).  If  necessary  let  them 
look  back  through  the  book  till  they  find  the  words  needed. 
{Just,  page  64,  well,  page  42.)     If  they  know  one  part  but 

120 


not  the  other,  let  them  think  of  or  find  a  word  containing 
the  unknown  part.  Place  the  word  or  words  necessary 
on  the  blackboard  and  proceed  to  solve  the  word  prob- 
lem as  explained  in  Lesson  29,  2  (a). 


LESSON   5L     PRIMER,  PAGE   65 
Who  Brings  the  Milk 

1.   Thought  and  Word  Development. 

(a)  Word  building: 


bunny 

funny 

pony 

ever 
every 

well 

ell 

sell 

(6)  Picture  study:  Study  the  picture  on  page  65  and  by 
appropriate  questions  develop  the  sentences  given  below. 
2.   Reading  from  the  Blackboard. 


See  that  man. 
Who  is  he? 
He  is  the  milkman. 
He  sells  milk. 
He  sells  it  to  my  mother. 
He  comes  every  morning. 
Who  sells  milk  to  him? 
Who  drinks  milk? 
Baby  drinks  milk. 
When? 

Baby  drinks  it  every  morning. 
121 


who 
sells 
every 


3.  Reading  from  the  Book.     Read  page  65. 

4.  Phonics. 

Word   building   and    Word   problems:    tell,    yell,   dell, 
shell,  spell,  smell. 


just    sell 
t      ell 
tell 

yes    tell 

y         ell 

yell 

bird     yell 
d       ell 
dell 

shake    dell 

sh            ell 

shell 

spot     shell 

sp            ell 

spell 

sell 

ell 

smell 

5.  Seat  Work.     Word  and  sentence  building. 

6.  Rhyme  Study.  Turn  to  the  picture  opposite  page 
66.     Let  the  children  study  the  picture. 

"  Who  is  that  boy?  What  is  he  doing  to  the  cow?  Why 
isn't  he  afraid  of  the  cow?     Read  the  name  of  the  picture." 

Read  to  the  children  Robert  Louis  Stevenson's  poem, 
''  The  Cow."  Have  them  memorize  the  poem,  at  least 
the  first  stanza,  which  is  found  on  page  70  in  the  Primer. 


LESSON   52.     PRIMER,  PAGE   66 
How  THE  Milk  Comes  from  the  Farm 

1.   Thought  and  Word  Development. 

(a)  Word  building  and  Word  problems:  pail,  farmer, 
cart,  train,  pull. 

122 


pony      tail 

p             ail 

pail 

fari 
farm 

butcher 
farmer 

came      far 

c              ar 

car 

car     to 
car     t 
cart 

time 

t          rain  ^ 
train 

put     sell 

pu          U 

pull 

(6)  Picture  study:  Study  the  picture  on  page  66  and 
also  the  colored  picture  opposite,  and  by  appropriate 
questions  develop  the  sentences  given  below. 

2.   Reading  from  the  Blackboard. 


Do  you  see  that  man? 

Who  is  he? 

Is  he  a  milkman? 

No,  he  is  not  a  milkman. 

He  is  a  farmer. 

The  farmer  milks  the  cow. 

He  milks  into  a  pail. 

Then  he  puts  the  milk  into  a  can. 

Then  he  puts  the  can  on  a  cart. 

Then  the  pony  pulls  the  cart. 

He  pulls  it  to  the  train. 


farmer 

pail 

cart 

pulls 

train 


3.  Reading  from  the  Book.     Page  66. 

4.  Phonics. 

Word  problems:  arm,  harm,  charm,  full,  pain,  plain, 
grain,  gain,  stain,  lain,  drain. 


farmer 
farm 
arm 

her 

h     arm 
harm 

chick 
ch     arm 
charm 

pull 

ull 

full 

*  See  Primer,  page  37. 


123 


*  See  Primer,  page  43. 


pig  train 

p         ain 

pain 


play  rain 

pi        ain 

plain 

grunt  pain 

gr           ain 

grain 

girl  grain 

g          ain 

gain 

let    stain 

1          ain 

lain 

drink  plain 

dr           ain 

drain 

stick  grain 

st  ain 

stain 


5.   Phrase  Drill. 

The  teacher  may  from  time  to  time  review  some  of 
these  phrases,  using  various  methods  of  drill. 


in  and  out 
up  and  down 
black  and  white 
you  and  I 
did  you  ever 
go  away 
not  a  bit 
after  that 
a  very  good  time 


very  well 
again  and  again 
now  and  then 
this  and  that 
here  and  there 
once  there  was 
once  I  saw 
as  he  walked 
every  day 


6.    Seat  Work.     Word  and  sentence  building. 


LESSON   53.     PRIMER,  PAGE   67 
The  Milk  Train 

1.   Thought  and  Word  Development. 

(a)  Picture  study:  Study  the  picture,  page  67.  Lead 
the  children  to  notice  the  bell  on  the  train  and  develop 
the  word  ring. 

\h)  Word  problems:  bring,  draw,  hell. 

124 


drink      saw 

dr  aw 

draw 


back 

b  ring 

bring 


beat     sell 

b  ell 

bell 


2.  Reading  from  the  Blackboard. 

See  that  train. 

What  train  is  that? 

Look  on  that  car. 

That  tells  you  what  train  it  is. 

It  says,  ''Milk." 

It  draws  the  milk  for  baby  to  drink.  draws 

Who  brings  the  milk  to  the  train?  brings 

The  farmer  brings  the  milk  to  the  train. 

See  that  bell.  bell 

How  it  rings.  rings 

It  says, 

"Look  out  for  the  train." 

3.  Reading  from  the  Book.     Page  67. 

4.  Phonics. 

(a)  Study  the  foot  list: 

rain        train        ring        bring        caw        draw 
(6)  Word  problems:  sing,  wing,  king,  sting. 


sell     ring 

s  ing 

sing 


will     sing 

w         ing 

wing 


kitty     wing 

k  ing 

king 


stick     king 

st  ing 

sting 


5.    Context  Reading. 

The  cow  .  .  .  grass. 
She  .  .  .  good  water. 
She  .  .  .  good  milk. 
The  farmer  milks  the  .  . 

125 


He  milks  into  a  .  .  .  . 

Then  he  .  .  .  the  milk  into  a  can. 

Then  he  puts  the  .  .  .  into  a  cart. 

The  pony  draws  the  .... 

He  .  .  .  it  to  the  train. 

Then  the  farmer  puts  the  ...  on  the  train. 

The  train  draws  the  ...  to  the  milkman. 

The  milkman  brings  the  ...  to  mother. 

Mother  .  .  .  the  milk  to  baby. 

Baby  .  .  .  the  milk. 

He  drinks  every  bit  of  it  up. 

6.  Seat  Work.     Word  and  sentence  building. 

7.  Rhyme  Study.     (Optional.) 

Begin  to  teach  the  words  of  the  kindergarten  song, 
"  Mr.  Duck  and  Mr.  Turkey,"  in  preparation  for  Primer, 
page  72. 


LESSON   54.     PRIMER,  PAGES  68,   69,   70 
How  THE  Train  Comes 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  cup,   take,  with,   car,   start,   stop, 
choo,  ling,  ding. 


cart 

c  up 

cup 


out     shake 
t        ake 
take 


will     then 
wi       th 
with 


cart 
car 


stick     cart 

st  art 

start 


stick     hop 

st  op 

stop 


catch  too 
ch  00 
choo 


let     ring 

1         ing 

ling 


duck     ring 

d  ing 

ding 


126 


(6)  Let  the  children  get  from  the  context  come  and 
from,  or  give  them  as  sight  words. 

2.  Reading  from  the  Book.     Pages  68,  69,  70. 

3.  Phonics. 

(a)  Study  the  foot  Hsts:  pages  68  and  70. 


68 


car 

up 

pull 

ell 

ail 

cart 

cup 

pail 
70 

well 

pail 

pail 

ell 

kill 

fail 

well 

will 

sail 

tell 

fill 

ail 

ell 

ill 

mail 

fell 

mill 

(6)  Word  problems:  cake,  lake,  rake,  sake,  wake. 


cup  take 

c        ake 

cake 


look  cake 

1  ake 

lake 


ring  lake 

r         ake 

rake 


sell  lake 

s       ake 

sake 


will  sake 

w       ake 

wake 


4.  Seat  Work.     Word  and  sentence  building. 

5.  Rhyme    Study.     (Optional.)     Teach    the    children 
to  sing  "  Mr.  Duck  and  Mr.  Turkey." 


127 


LESSON   55.     PRIMER,  PAGE   71 
Formal  Phonics.     L 

1.  Phonics.     See  Lesson  32. 

See  the  bell. 

What  do  the  bells  say? 

The  bells  say,  ''L,  1,  1." 

2.  Word  Building. 


head 

ad 

lead 

catch 

atch 

latch 

did 
id 
Ud 

dot 

ot 

lot 

drink 

ink 

link 

five 
ive 
live 

hand 

and 

land 

Kate 

ate 

late 

moon 

oon 

loon 

paw 

aw 

law 

time 

ime 

lime 

hop 

op 

lop 

3.  Enunciation.  See  that  the  children  sound  I  prop- 
erly. Do  not  allow  them  to  say  ul.  Teach  them  to  place 
their  vocal  organs  in  the  proper  position  before  beginning 
to  make  the  sound. 

To  pronounce  I,  place  the  tip  of  the  tongue  against 
the  gum  and  let  the  breath  pass  on  either  side.  The  posi- 
tion of  the  tip  of  the  tongue  is  the  same  for  I  as  for  n,  but 
in  pronouncing  n  the  breath  passes  through  the  nose 
instead  of  through  the  mouth. 


128 


if. 


LESSON   56.     PRIMER,    PAGES   72,   73 
Mr.  Duck  and  Mr.  Turkey 

1.   Thought  and  Word  Development. 

{a)  Word  building  and  Word  problems:  wobble,  must, 


will     gobble 

w  obble 

wobble 


just 

ust 

must 


it     fall 
i      f 
if 


(6)   Sight  word:  right. 

(c)  Let  the  children  study  the  picture  and  sing  the 
Kindergarten  song,  "  Mr.  Duck  and  Mr.  Turkey." 

2.  Reading  from  the  Book.     Pages  72  and  73. 

3.  Phonics.     Word  building: 


right 
ight 
fight 

fight 

ight 

might 

might 

ight 

sight 

sight 
ight 
hght 

Kate 

ate 

slate 

dot 

ot 

slot 

drink 

ink 

slink 

my 

y 

sly 

did 

id 

slid 

hop 

op 

slop 

time 

ime 

slime 

paw 

aw 

slaw 

ring 

ing 

shng 

skip 

ip 

slip 

Jack 

ack 

slack 

Tim 

im 

slim 

4.    Seat  Work.     Word  and  sentence  building. 


129 


LESSON   57.     PRIMER,  PAGES   74,   75 
Little  Boy  Blue 

1.   Thought  and  Word  Development. 

(a)  Word  problems :  horn,  corn,  wake,  sleep,  sleepy,  where. 


morning 
morn 

car   morn 

c          orn 

corn 

have   morn 

h            orn 

horn 

will  take 

w       ake 

wake 

lap 
slap 

slap  sheep 

si          eep 

sleep 

pony 
sleepy 

what   there 

wh          ere 

where 

(6)  Rhyme  and  Picture  study.  Study  the  rhyme  and 
the  picture  and  develop  the  words:  blue  and  blow.  (See 
Lessons  7,  12,  etc.) 

2.  Reading  from  the  Book.     Pages  74  and  75. 

3.  Phonics. 

(a)  Study  the  foot  lists,  page  75. 


black 

corn 

take 

sheep 

blue 

horn 

wake 

sleep 

blow 

morn 

make 

peep 

(b)  Word    problems    and    Word    building:  slow,  flow, 
movj,  grow,  show,  bow,  glow,  row,  sow. 


blow 

low 

slow 


slow 

low 

low 

ow 

flow 

mow 

grunt  blow 

gr  ow 

grow 


130 


sheep  grow 

sh  ow 

show 


but  show 

b         ow 

bow 


ran     glow 

r  ow 

row 


sell     row 

s  ow 

sow 


4.    Seat  Work.     Word  and  sentence  building. 


LESSON   58.     PRIMER,   PAGE   76. 
I  Like  Little  Pussy 

1.  Rhyme  Study.     See  lessons  7,  12,  15,  etc. 

2.  Phonics. 

(a)  Study  the  foot  lists,  page  76. 


what 
where 


why 
white 


pat 
put 


not 
net 


(6)   Word  building:  land,  sand,  late,  mate,  fate,  sate. 


hand 

and 

land 

land 

and 

sand 

Kate 

ate 

late 

late 

ate 

mate 

mate 

ate 

fate 

fate 

ate 

sate 

(c)   Word  problems:   band,  brand,   grand,  stand,   gate, 
date,  hate,  plate. 


bird  sand 

b         and 

band 


bring  band 

br  and 

brand 


grunt  brand 

gr  and 

grand 


stick  grand 

st  and 

stand 


goose    Katejduck    gate! hay    date 

g  ated  ate  h  ate 

gate  date       |      hate 


play    mate 

pi  ate 

plate 


stick    plate 

st  ate 

state 


3.    Seat  Work.     Word  and  sentence  building. 

131 


LESSON   59.     PRIMER,  PAGES   77,   78 
Little  Red  Hen 

1.   Thought  and  Word  Development. 

(a)  Develop  as  follows:  red,  yellow  ~  seed,  grasshopper, 
bread,  gander. 


ran  fed 

r        ed 

red 

yes  bell 

y        ell 

yell 

blow 

low 

yellow 

sit  feed 
s      eed 
seed 

grass     hop 
grasshopper 

roll  head 

r         ead 

read 

boy 

b       read 
bread 

g  0     and    h^r 

g        and       er 

gander 

(6)  Sight  words,  to  be  given  directly:  neighbor,  were. 
Neighbor  may  be  developed  from  the  children's  ex- 
perience. 

Preliminary  drill  on  were. 

Tim  and  Fun  were  good  friends. 
Kate  and  the  kitten  were  good  friends. 
Tom  and  the  puppy  were  good  friends. 
The  lion  and  the  mouse  were  good  friends. 
Dick  and  the  dog  were  good  friends. 

(c)  Study  the  pictures  on  pages  77  and  78. 

2.  Reading  from  the  Book.     Pages  77  and  78. 

3.  Phonics. 

(a)  Study  the  foot  list,  page  78. 


head  bread  feed 

132 


seed 


(6)  Word    problems:    deed,    heed,    greed,    greedy,    need, 
steed,  weed. 


bird  seed 
d  eed 
deed 


hop    deed 
h  eed 

heed 


grunt   heed 

gr  eed 

greed 


pony 
greedy 


horn  heed 
n  eed 
need 


stop  need 
st         eed 
steed 


were  steed 

w  eed 

weed 


4.    Seat  Work.     Word  and  sentence  building. 


LESSON   60.     PRIMER,    PAGES   79,  80 
Little  Red  Hen  {Continued) 

1.   Thought  and  Word  Development. 

(a)  Word   building   and   Word    problems:    wheat,   we, 
'plant,  green,  cut,  mill,  hound,  found,  ground,  our,  flour. 


when  I  will   me 

wh        eat  w  e 

wheat  we 


will 

Ul 

mill 


bounce  did 
boun      d 
bound 


man    it  play 
an     t  pi       ant 
ant      I     plant 


grass     seenjcan      but 

gr  een  c  ut 

green      !     cut         | 


Dound 

ound 

found 


grass  found 

gr         ound 

ground 


out  roll 
ou    r 
our 


our 
flour 


(6)  Picture  study.     Study  the  pictures  on  page  79. 
2.   Reading  from  the  Blackboard. 


The  little  red  hen  said, 

"I  have  found  a  wheat  seed. 

133 


found 


I  will  plant  this  wheat  seed. 

I  will  take  my  wheat  to  the  mill. 

I  will  have  it  ground  into  flour." 


3.  Reading  from  the  Book 

4.  Phonics. 

(a)  Study  the  foot  lists,  pages  79  and  80. 


ground     flour 
Pages  79  and  80. 


white 
wheat 


bit 

cut 


eat 
wheat 


found 
ground 


79 


80 


play 
plant 


will 
mill 


fed 
red 


mother 
other 


(6)  Word  building:  sound,  mound,  sour,  seen,  fellow, 
mellow,  slant,  neigh,  sleigh. 


found 

ound 

sound 

sound 

ound 

mound 

flour 

our 

sour 

green 

een 

seen 

yellow 

ellow 

fellow 

fellow 

ellow 

mellow 

plant 

lant 

slant 

neighbor 
eigh 
sleigh 

5.  Seat  Work.     Word  and  sentence  building. 

6.  Context  Reading. 

Once  .  .  .  was  a  hen. 

Her  .  .  .  was  Little  Red  Hen. 

Once  Little  Red  Hen  ...  a  seed. 

It  was  a  wheat  .... 

Little  Red  Hen  said,  "Who  will  plant  this  .  .  .? 

The  gander  said,  ''I  will  not  .  .  .  the  seed." 

The  goose  said,  "I  .  .  .  not  plant  the  seed." 

The  turkey  said,  "...  will  not  plant  the  seed." 

The  Little  Red  Hen  said,  "I  will  .  .  .  it." 

And  she  .... 

134 


LESSON   61.     PRIMER,    PAGES   81,   82 
The  Little  Red  Hen  (Continued) 

1.   Thought  and  Word  Development. 

(a)  Word  building:  make. 


take 

ake 

make 


(6)  Sight  words,  to  be  given  directly  or  developed  from 
a  study  of  the  pictures  or  from  the  context:  won't  and  they, 

(c)  Picture  study.  Study  the  pictures  on  pages  81 
and  82. 

2.  Reading  from  the  Book.     Pages  81  and  82. 

3.  Phonics. 

(a)  Study  the  foot  lists,  pages  81  and  82. 


81 


eat 
eating 


cut 

net 


drink 
drinking 


put 
bit 


feed 
feeding 


82 


tell 
time 


cluck 
clucking 


take 
tree 


(6)  Word  building:  mink,  sink,  link,  slink. 


drink 

ink 

mink 

mink 

ink 

sink 

sink 

ink 

link 

link 
slink 

135 


(c)  Word    problems:    pink,    wink,    rink,    think,    clink, 
chink,  blink,  brink. 


paw  drink 
p           ink 
pink 


will  pink 

w        ink 

wink 


roll  wink 

r  ink 

rink 


cluck  think 

cl  ink 

clink 


chick  clink 

ch  ink 

chink 


black  chink 

bl  ink 

blink 


thank  rink 
th  ink 

think 


bread  blink 

br  ink 

brink 


4.  Seat  Work.     Word  and  sentence  building. 

5.  Reading  from  the  Blackboard.     (Read  silently  and 
answer  orally.) 

Who  found  a  seed? 

What  did  she  do  with  it? 

Who  cut  the  wheat? 

Did  the  gander  take  it  to  the  mill? 

Who  did  take  it? 

What  did  the  miller  do  with  it? 

When  it  was  ground,  what  was  it? 

Who  made  the  flour  into  bread? 

Did  the  Little  Red  Hen  let  the  turkey  eat  the  bread? 

Why  not? 

6.  Dramatization.     Let    the    children    personate    the 
different  characters  and  act  the  story. 

7.  Supplementary  Reading.     (See  Part  I,  p.  kiv.) 


136 


LESSON   62.     PRIMER,    PAGE   83 
Two  Legs,  Three  Legs,  and  Four  Legs 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  leg,  sat,  throw,  upon,  jump. 


let  get 
le    g 
leg 


at 

three  blow 

up  on 

just  fum  put 

sat 

thr         ow 

upon 

J          um  p 

throw 

jump 

(6)  Picture  study:  Study  the  pictures  on  page  83. 

Lead  the  children  to  notice  the  four  different  sets  of 
legs.  It  may  be  that  they  will  not  make  out  the  "one  leg." 
If  so,  explain.  When  they  have  seized  this  point  they  will 
catch  and  enjoy  the  fun  in  the  pictures  and  be  prepared 
to  read  with  appreciation. 

2.  Reading  from  the  Book.     Page  83. 

3.  Phonics. 

Word  problems:  heg,  peg,  keg,  meg,  bump,  dump,  hump, 
lump,  pump,  stump,  thump. 


bell  leg 

b        eg 

beg 


pat  beg 

P        eg 

peg 


kitty  peg 

k  eg 

keg 


bird  jump 

b         ump 

bump 


seed  bump 
d  ump 
dump 


horn  dump 

h  ump 

hump 


leg  hump 


ump 
lump 


sleep  lumpl  start  pump 
p    ump  st  ump 

pump      I      stump 


throw  stump 

th  ump 

thump 


4.   Reading  from  the  Blackboard.     (Read  silently  and 


do.) 


137 


Jump  up,  Jack.     (Marj^,  Kate,  John,  or  Charles,  etc.) 

Come  to  me. 

Take  this  ball. 

Throw  it  to  Kate. 

Throw  it  back,  Kate. 

Bring  the  ball  to  me. 

(Read  silently  and  answer  orally.) 

WTiat  was  one  leg? 
What  was  three  legs? 
Who  was  two  legs? 
Who  was  four  legs? 
Who  sat  upon  three  legs? 
Wlio  ran  away  with  one  leg? 
What  did  two  legs  do? 
What  did  four  legs  do  then? 

5.  Seat  Work.     Word  and  sentence  building. 

6.  Dramatization.  Let  the  children  act  the  rhyme. 
Two  legs  may  pretend  to  hold  one  leg  and  make  believe 
throw  it. 


LESSON   63.     PRIMER,   PAGES   84,   85 
Fox  AND  Geese  and  I  See  You 


1.   Thought  and  Word  Development. 

(a)  Word  problems:  get,  supper. 


gander    let 

g               et 

get 

up 

sup 

grasshopper 
supper 

138 


(b)  Picture  study.     Page  84. 

(Let  the  children  get  their  answers  from  the  picture 
and  the  text.) 

"  What  are  the  children  doing?  What  is  the  name  of 
the  game?  (See  title.)  Who  is  the  boy?  Who  is  the  first 
girl?  Who  are  the  other  girls?  What  is  the  fox  trying 
to  do?  What  is  Mother  Goose  trying  to  do?  If  Mr.  Fox 
catches  the  httle  geese,  what  will  he  do  with  them? 
What  do  the  little  geese  say  to  Mr.  Fox?" 

2.  Reading  from  the  Book,     Pages  84  and  85. 

3.  Dramatization.  The  children  will  know  how  to 
play  "  Fox  and  Geese  "  without  any  help.  Train  them  to 
use  the  exact  words  of  the  text. 

4.  Phonics. 

,  (a)  Word  building:  latch,  match. 
(6)  Word  problems:  hatch,  hatch,  patch,  thatch. 


bird  catch 

b         atch 

batch 


here  batch 

h  atch 

hatch 


jump  hatch 
p     atch 
patch 


thank  patch 

th  atch 

thatch 


catch       latch 

atch        atch 

latch     match 


5.    Seat  Work.     Word  and  sentence  building. 


139 


LESSON   64.     PRIMER,   PAGE  86 
Pussy's  in  the  Well,  and  Tit,  Tat,  Toe 

1.   Word  Building  and  Word  Problems,     tit,  tat,  Lin, 
ding,  stout,  row,  another. 


to     it 

get 

in 

do     ring 

start 

t       it 

t     at 

Lin 

d        ing 

st          out 

tit 

tat 

ding 

stout 

throw 
row 


man  mother 
an  other 
another 


2.  Picture  and  Rhyme  Study.     See  previous  lessons. 

3.  Reading  from  the  Book.  Page  86.  Teach  the 
children  to  use  "  Tit,  tat,  toe,"  as  a  counting-out  rhyme. 

4.  Phonics.  Word  building  and  Word  problems: 
Molly,  folly,  dolly,  Polly,  holly,  sap,  map,  lap,  cap,  flap, 
trap,  strap,  chap. 


jolly 

oily 

Molly 

Molly 

oily 

folly 

red     jolly 
d      oily 
dolly 

up     dolly 
P       oily 
Polly 

hay     Poll}'- 
h           oily 
holly 

slap 

ap 

sap 

sap 

ap 

map 

map 

ap 

lap 

cut       lap 

c           ap 

cap 

lap 
flap 

lap 

ap 

tap 

tree     flap 

tr           ap 

trap 

trap 
strap 

chick     strap 

ch               ap 

chap 

5.    Seat  Work.     Word  and  sentence  building. 

140 


LESSON   65.     PRIMER,    PAGE   87 
Formal  Phonics.    T 

1.  Picture  Study.  Let  the  children  look  at  the  pic- 
ture and  tell  of  the  cobbler's  work.  Sing  and  play  the 
chorus  of  "  The  Cobbler,"  a  kindergarten  song. 

''Tap,  tap,  tap  and  tick,  tack,  too. 
This  is  the  way  to  make  a  shoe." 

2.  Phonics.     See  previous  lessons. 

3.  Word  Building,  tell,  tack,  tick,  tuck,  till,  took, 
talk,  tank,  tend,  tar,  tart,  toy,  town,  turn,  tire,  tame,  taught, 
tan,  tent,  tease,  tag,  tight. 


bell 

ell 

tell 

back 

ack 

tack 

Hck 

ick 

tick 

duck 

uck 

tuck 

will 

ill 

till 

look 

ook 

took 

walk 

alk 

talk 

thank 

ank 

tank 

friend 

end 

tend 

car 
ar 

tar 

cart 

art 

tart 

boy 

oy 

toy 

down 

own 

town 

burn 

urn 

turn 

fire 

ire 

tire 

came 

ame 

tame 

caught 

aught 

taught 

ran 

an 

tan 

went 

ent 

tent 

please 

ease 

tease 

wag 

ag 

tag 

right 

ight 

tight 

141 


LESSON   66.     PRIMER,    PAGES   88,  89 
Little  Pussy  Whitey-Toes 

1.   Thought  and  Word  Development. 

(a)  Word  problems:  hat,  bed,  nap,  lay. 


hop 

h         at 
hat 


bird       fed 

b  ed 

bed 


now      lap 

n  ap 

nap 


play 

lay 


(b)  Develop  know  and  new  from  study  of  the  rhyme. 

2.  Picture  and  Rhyme  Study.     (See  previous  lessons.) 

3.  Reading  from  the  Blackboard. 


Do  you  see  that  little  cat? 
O  yes,  I  see  her. 
What  a  funny  wee  wee  cat. 
Do  you  know  her  name? 
No,  I  do  not  know  her  name. 
Look  at  her  toes. 
They  will  tell  you  her  name. 
O  yes,  I  know  her  name  now. 
Her  name  is  Whitey-Toes. 
Why  did  she  get  into  that  hat? 
She  was  sleepy. 
That  is  why. 

She  went  into  the  hat  to  sleep. 
That  is  grandpa's  new  hat. 
What  will  grandpa  say? 
He  will  say,  "I  know  who  went  to  sleep 
in  my  new  hat." 


know 


Whitey-toes 
hat 


new  grandpa's 


4.    Reading  from  the  Book.     Pages  88  and  89. 

142 


5.    Phonics,     (a)  Study  the  foot  Usts,  pages  88  and  89. 


blow 

mew 

toe 

blows 

know 

new 

toes 
89 

knows 

he 

hop 

had 

here 

her 

hay 

hand 

horn 

hen 

how 

head 

help 

6.   Phonics.     Word  building  and  Word  problems :  few, 
flew,  stew,  horn,  goes,  lead,  instead,  Ned,  fled. 


new 

new 

new 

bed     horn 

get     toes 

head 

head 

bed 

bed 

ew 

ew 

ew 

b           orn 

g         oes 

ead 

ead 

ed 

ed 

few 

flew 

stew 

born 

goes 

lead 

stead 
instead 

Ned 

fled 

LESSON   67.     PRIMER,    PAGES   90,    91 

Kate  and  Kitty  Take  a  Walk 

1.    Thought  and  Word  Development,     (a)  Word  build- 
ing and  Word    problems:  bee,   song,   breast,  robin. 


bird  see 

b         ee 

bee 


dong 

ong 

song 


bread  start 
brea     st 
breast 


red     gobble 
r  ob 

robin 


in 


(6)  Sight  words:  cheer,  flower. 

(c)  Let  the  children  sing  the  song  of  "  The  Bee,"  Les- 
son 10,  6. 

143 


(d)   Study  the  colored  picture  opposite  page  90  and 
the  sentences  given  below. 

2.   Reading  from  the  Blackboard. 


See  that  girl  and  that  cat. 

Where  are  they? 

They  are  in  a  garden. 

It  is  a  flower  garden. 

What  are  they  looking  at? 

They  are  looking  at  a  beautiful  bird. 

That  beautiful  bird  is  a  robin. 

The  robin  is  singing  a  song. 

This  is  his  song: 

"  Cheer  up,  cheer  up,  cheer,  cheer,  cheer  up." 

There  are  bees  in  the  garden. 

The  bees  are  singing  a  song  too. 

What  song  do  the  bees  sing? 

They  sing,  "Buzz,  buzz,  buzz." 


garden 
flower 

beautiful 

robin 

song 

cheer 


buzz 


3.  Reading  from  the  Book.     Pages  90  and  91. 

4.  Phonics.  Word  building  and  Word  problems: 
long,  heet,  meet,  feet,  beef,  seem,  steed,  steer,  steel,  tower, 
lard,  shower,  bower,  power. 


song 

ong 

long 

bee 
beet 

beet 

eet 

meet 

meet 

eet 

feet 

bee 
beef 

see 
seem 

feed 

eed 

steed 

cheer 
eer 

steer 

steer 
steel 

garden 
ard 
lard 

flower 

ower 

tower 

shake  flower 

sh           ower 

shower 

bee  flower 

b        ower 

bower 

nap  flower 
p     ower 
power 

5.   Phrase  Drill. 

Look  out. 
Cheer  up. 


144 


Run  away. 
Come  back. 


Let  us  go. 
All  out  but  you. 
Out  you  go. 
Jump  up. 


Wake  up. 
Yes,  I  will. 
If  you  can. 
If  you  please. 


LESSON   68.     PRIMER,    PAGE   92 
Formal  Phonics.     H 

The  picture  will  suggest  the  sound.  Lead  the  chil- 
dren to  notice  the  state  of  their  breath  after  running  at 
recess.  Do  not  try  to  separate  the  sound  from  the  rest 
of  the  words,  and  then  combine.  In  deriving  hat  from  at 
merely  '  breathe  hard  '  and  sound  at,  —  all  with  the  same 
impulse  of  the  voice.     Do  not  on  any  account  say  hah-at. 

1.  Phonics.     See   Lessons   32  and   41. 

2.  Word  Building,  hall,  ham,  has,  hate,  heat,  hit, 
hack,  hut,  hear,  hid,  hot,  hive,  hire,  hood,  hind,  hound,  hunt, 
hook,  house,  hail,  hip. 


all 
hall 

am 
ham 

as 
has 

ate 
hate 

eat 
heat 

it 
hit 

back 

ack 

hack 

but 

ut 

hut 

dear 

ear 

hear 

did 

id 

hid 

dot 

ot 

hot 

five 

ive 

hive 

fire 

ire 

hire 

good 

ood 

hood 

grind 

ind 

hind 

ground 

ound 

hound 

grunt 

unt 

hunt 

look 

ook 

hook 

mouse 

ouse 

house 

sail 

ail 

hail 

skip 

ip 
hip 

145 


LESSON   69.     PRIMER,   PAGES   93,   94,   95 
How  Tom  Tucker  Sang  for  his  Supper 

1.   Thought  and  Word  Development. 
(a)  Word    building  and   Word    problems:   box,   some, 
hake,  baker,  hag,  without,  bin,  miller,  grind. 


ox 

come 

bird   take 

farmer 

but   wag 

with   out 

bag  in 

box 

ome 

b          ake 

miller 

b          ag 

without 

b       in 

some       bake 

bag 

bin 

grunt     I     and 

gr  i       nd 

grind 


(h)  Picture  study:  Study  the  pictures  on  pages  93 
and  95. 

Let  the  children  sing  the  kindergarten  song,  "  The 
Mill  Wheel  is  Turning  Clip  Clap."  Let  them  show  how 
the  wheat  is  ground,  using  their  hands  for  millstones. 
Develop  hungry. 

2.   Reading  from  the  Blackboard. 

Look  at  that  boy. 

What  is  his  name?     (Title  or  text.) 

What  is  he  doing? 

What  is  he  looking  for? 

Why  is  he  looking  for  bread? 

Were  you  ever  hungry?  hungry 

Who  makes  your  bread? 

Who  ground  the  wheat  for  Little  Red  Hen. 

Who  grinds  wheat  for  our  bread?  grinds 

146 


3.  Reading  from  the  Book.     Pages  93,  94,  95. 

4.  Phonics,     (a)  Study  the  foot  lists. 


farm 
farmer 


sup 
supper 


93 

up 
upon 


nap 
tap 


ox 
box 


94 


bake 
baker 


make 
maker 


mill 
miller 


come 
some 


(6)  Word  building:  letter,  sitter,  clapper,  cutter,  ham- 
mer, hatter,  tapper,  skipper,  fatter,  boxer,  jumper,  grinder, 
planter,  walker,  sleeper,  carter,  gardener. 


let          sit         1    clap 
letter     sitter    1    clapper 

cut 
cutter 

ham 
hammer 

hat 
hatter 

tap 
tapper 

skip 
skipper 

fat 
fatter 

box           jump           grind 
boxer      ■  jumper       grinder 

plant         1     walk 
planter     j     walker 

sleep 
sleeper 

cart 
carter 

garden 
gardener 

5.    Seat  Work.     Word  and  sentence  building. 

Note  :  Be  sure  the  children  know  the  meaning  of  bin. 


6.    Phrase  Drill.     (Optional.) 

Once  upon  a  time. 
Will  you  please? 
In  my  box. 
For  supper. 
Once  there  was. 
In  my  bin. 
Without  flour. 
We  won't. 

147 


Not  a  bit. 
If  you  please. 
In  the  bag. 
For  dinner. 
Did  you  ever? 
In  the  flour  bag. 
Without  wheat. 
Then  I  will. 


LESSON   70.     PRIMER,   PAGES   96,   97 

How  Tom  Tucker  Sang  for  his  Supper     (Cont'd) 

1.   Thought  and  Word  Development,     (a)  Word  build- 
ing and  Word  problems:  has,  took,  baked,  gave,  sang. 


as 
has 

ring 

ing 

sing 

look 

ook 

took 

looked 
baked 

sat    song 

sa          ng 

sang 

sing 
song 
sang 

give 
gave 

2.  Picture   Study.     Study   the   pictures   on   pages   96 
and  97. 

3.  Reading  from  the  Book.     Read  pages  96  and  97. 

4.  Phonics. 

(a)  Word     building:     hang,     tang,   fang,    slang,    save, 
slave,  stave. 


sang 

ang 

hang 

hang 

ang 

tang 

tang 

ang 

fang 

fang 

ang 

slang 

gave 

ave 

save 

save 

ave 

slave 

slave 

ave 

stave 

(6)  Word    problems:    brave,    grave,    cave,    pave,    wave, 
shave,  bang,  clang,  rang. 


bring  gave 

br  ave 

brave 


grind  gave 

gr  ave 

grave 


cut  gave 

c        ave 

cave 


shake  gave 
sh  ave 

shave 


boy  sang 

b         ang 

bang 


jump  gave 
p     ave 

pave 
clap  sang 
cl        ang 

clang 


were  gave 

w         ave 

wave 


rat  sang 

r        ang 

rang 


148 


5.  Seat  Work.     AYord  and  sentence  building. 

6.  Dramatization.     Let  the  children  act  the  story. 


LESSON   7L     PRIMER,    PAGE   98 
Tom  Tucker's  Song 

1.   Thought  and  Word  Development.    Word  problems : 
wind,  send,  fresh. 


will 
w      in 
win 


do 
win  d 
wind 


friend 

end 

send 


friend     get 

fr  et 

fret 


fret     she 
fre      sh 
fresh 


2.  Picture  and  Rhyme  Study.     As  in  previous  lessons. 
Let  the  children  memorize  and  sing  the  song.     The 

music  may  be  found  in  several  song  primers  and  kinder- 
garten books.  Or  the  teacher  may  adapt  or  originate 
a  suitable  tune.  Or  the  children  may  make  their  own 
tune. 

3.  Blackboard  Review.     (Optional.) 

The  farmer  plants  the  wheat. 

The  wheat  comes  up. 

It  gets  yellow. 

Then  the  farmer  cuts  it. 

After  that  he  takes  it  to  the  mill. 

The  miller  grinds  it. 

Then  it  is  wheat  flour. 

The  miller  sells  the  flour  to  the  baker. 

The  baker  makes  it  into  bread. 

149 


Then  he  bakes  it. 

After  that  he  sells  it. 

He  sells  it  to  mother. 

Then  we  eat  the  fresh  bread. 

We  eat  bread  in  the  morning. 

We  eat  it  for  supper,  too. 

4.   Word  Building  and  Word  Problems. 


send 

end 

mend 


mend 

end 

lend 


lend 

end 

tend 


tend 

end 

fend 


blow 

bl        end 
blend 


bird 

b        end 
bend 


rat 

r       end 
rend 


we 

w     end 
wend 


grind 
ind 
find 


find     mind  bird     grind 
ind        indb  ind 

mind      hind        bind 


blow     find 

bl  ind 

blind 


kill     mind 

k  ind 

kind 


grind 
rind 


5.    Seat  Work.     Word  and  sentence  building. 


LESSON   72.     PRIMER,    PAGE   99 
Peas  Porridge  Hot 

1.   Thought  and  Word  Development. 

(a)  Word  building:  hot,  pot. 


dot 

ot 

spot 

hot 

pot 

(6)  Picture  and  Rhyme  study.    As  in  previous  lessons. 
Let  the  children  read,  memorize,  and   play  the  game. 

150 


2.   Phonics,     (a)  Study  the  foot  lists. 


piece        put 
please      pull 


pretty 
puppy 


pot 
pig 


(b)  Word   building   and    Word    problems:  fold,   mold, 
sold,  hold,  scold,  bold,  told,  gold. 


old 

old 

old 

old 

cold 

bake          took 

fold 

mold 

sold 

hold 

scold 

b         old  t         old 
bold           told 

gave 


old 


gold 


LESSON   73.     PRIMER,   PAGE   100 
Formal  Phonics.     P. 

1.  See  Lesson  32. 

Have  the  children  sound  a  number  of  words  beginning 
and  ending  in  p  (peep,  pup,  pop,  pip,  pipe,  etc.).  They 
may  be  helped  by  comparing  the  sound  with  the  puffing 
of  an  engine  (puff-puff)  or  the  exhaust  of  a  naphtha  launch 
(put-put).  Have  them  note  the  action  of  the  lips.  P  is 
non- vocal  or  breath  consonant.  Do  not  permit  the  chil- 
dren to  add  a  vowel  sound  (pu). 

2.  Word  Building.     (Review.) 


pan 
span 

pat 
spat 

patter 
spatter 

pill 
spill 

pin 
spin 

pit 
spit 

all 
pall 

eat 
peat 

wee 
weep 

see 
seep 

car 
carp 

seed 
speed 

soon 
spoon 

light 
phght 

out 
pout 

151 


'^back 

ack 

pack 


start 

art 

part 


drank 

rank 

prank 


hop 

op 

pop 


bounce 

ounce 

pounce 


found 

ound 

pound 


flower 

ower 

power 


cluck 

luck 

pluck 


jump 

ump 

pump 


ram 

ain 

pain 

Spain 


thank 

ank 

lank 

plank 


well 

ell 

pell 

spell 


went 

ent 

pent 

spent 


kick 

ick 

pick 

spick 


will 

drink 

ill 

ink 

pill 

pink 

spill 

spink 

jump 

ump 

lump 

plump 


make  I    train 

ake        rain 

spake  I  sprain 


bed 

ed 

sped 


dear 

ear 

spear 


like 

ike 

spike 


bring 

ring 

spring 


•my 

y 
spy 


fun  I 

I 

un 
spun  ! 


can 

ca 

cap 


man 

ma 

map 


ran 

sat 

did 

kid 

sit 

him 

take 

ra 

sa 

di 

ki 

si 

hi 

ta 

rap 

sap 

dip 

kip 

sip 

hip 

tape 

LESSON   74.     PRIMER,   PAGES   101,    102,    103 
Pussy  and  Robin 

1.    Thought  and  Word  Development. 

(a)  Word  problems:  wall,  got,  jujuped,  chirp,  almost. 


wind 
w        all 
wall 


get  hot 

g        ot 

got 


baked 
jumped 


catch     girl 
ch      ir    p 
chirp 


all  m  0  st 
almost 


2.  Recall  the  story  of  Kate  and  Kitty  (pp.  91,  92); 
also  the  colored  picture.  Pussy  Cat  is  going  to  take  a 
walk  alone.  Like  Tom  Tucker  he  is  hungry.  There  is 
no  bread  in  his  box  either.  Where  will  he  go?  To  the 
baker's?     Let  us  road  this  story  and  it  will  tell  us. 

3.  Reading  from  the  Book.     Pages  101,  102,  103,  104. 

152 


4.   Phonics. 

(a)  Study  the  foot  lists,  pages  101,  103,  104. 

101 


cup 
hop 

clap                       help 
stop                       sleep 

103 

up 
sup 

jump 
chirp 

puppy 
sleepy 

supper 
hopper 

bring 
bread 
breast 

104 

bounce              bag 
bought              bed 
burned              blow 

bake 
blue 
bird 

(b)  Word  problems:    hite,   brother,   brown,   brook,   bug, 
by,  bill,  best,  bet,  better. 


bag  white 

b  ite 

bite 


bring  mother 

br  other 

brother 


breast   down 

br  own 

brown 


bread   look 
br  ook 

brook 


but  go 

bu    g 

bug 


bed  my 

b        y 

by 


bag  will 

b         ill 

bill 


bed  stop 
be     st 
best 


bed  let 

b        et 

bet 


bet 
better 


LESSON   75.     PRIMER,    PAGE    105 
Formal  Phonics.     B 

1.    See  Lesson  32. 

The  teacher  should  note  that  the  true  sound  of  b  is 
formed  in  the  larynx,  the  lips  being  closed  so  that  no  sound 
can  escape  except  in  the  case  of  b  final,  after  which  a  slight 

153 


explosive  vowel  sound  is  heard.  Do  not  allow  the  children 
to  say  bu  for  b.  The  word  baby  can  not  be  formed  by 
blending  bu-a-bii-y. 

2.  Word  building  and  Word  problems:  Babbit,  bitten, 
boost,  boom,  bloom,  bid,  bib,  bull,  bold,  brain,  brick,  braid, 
bleed,  rub,  tub,  cub,  club,  stub,  cab,  crab,  stub,  slab,  stab, 
web,  bleat,  beam,  boot,  Bob,  bait,  broom,  bench,  bolt,  barn, 
butter,  batter,  bitter,  rubber,  slabber,  grabber. 


rabbit 

abbit 

Babbit 


kitten 

itten 

bitten 


yellow 

ellow 

bellow 


rooster 
oost 
boost 


boot 

boo 

boom 


boom 

boo 

boot 


did 

id 

bid 


bid 

bi 

bib 


pull 

ull 

bull 


cold 

old 

bold 


train 

rain 

brain 


trick 

rick 

brick 


afraid 

raid 

braid 


seed 

eed 

bleed 


run 

ru 

rub 


cut 

cu 

cub 


cub 

ub 

tub 


tub 

ub 

bub 


rub 

ub 

stub 


can 

ca 

cab 


cat  rabbit 
c      rab 
crab 


crab 

ab 

stab 


stab 

ab 

slab 


green    slab 

gr  ab 

grab 


well 

we 

web 


eat 
bleat 


beat 
beam 


too 
b  00  t 
boot 


got 

Bob 

Bob 


ram 

b  ai  t 

bait 


bring    too 
br  00  m 

broom 


Ben  chick 
ben  ch 
bench 


old 

bol  t 

bolt 


eat  chick 
b  ea  ch 
beach 


star  no 

b  ar  n 

barn 


but 
butter 


bat 
batter 


bit 
bitter 


rub 
rubber 


crab 
crabber 


stab 
stabber 


grab 
grabber 


clap    cub 

cl         ub 

club 


154 


LESSON    76.     PRIMER,    PAGES    106-113 

1.  Review.     Read  "  The  Kid,"  pp.  44-48. 

2.  Reading  from  the  Book.  Let  the  children  read 
this  story  at  sight.  If  there  is  any  word  which  they  do 
not  get  from  the  context,  tell  them  the  word  at  once  and 
proceed  with  the  reading. 

3.  Phonics.  Drill  upon  the  "  Phonic  Review,"  page 
118.     Sound  the  words  by  lines  and  by  columns. 

4.  Dramatization.     Let  the  children  act  the  story. 


LESSON    77.     PRIMER,    PAGES    114-116 

This  is  a  story  that  French  mothers  have  told  to  their 
little  boys  and  girls  for  many,  many  years.  The  chil- 
dren may  notice  that  it  is  something  like  the  Old  Woman 
and  Her  Pig,  only  instead  of  a  pig  it  is  Jack  who  doesn't 
behave. 

1.  For  treatment  of  this  story,  see  lesson  76. 

2.  Phonics.     As  in  lesson  76. 


LESSON    78.     PRIMER,    PAGE"   117 

1.   Thought  and  Word  Development. 

(a)  Word   building   and   Word   problems:    star,    may, 
wish,  bright,  etc. 

155 


start 
star 

hay 

ay 
may 

will     fresh 

wi           sh 

wish 

right 

ight 

might 

For  the  other  ' '  ight "  words 
study  the  foot  lists  reading 
from  the  bottom  up. 

(h)  Picture  and  Rhyme  study.  As  in  previous  les- 
sons. 

Bring  out  the  point  that  as  the  child  goes  to  bed  the 
mother  repeats  the  first  rhyme;  then  the  child  repeats 
the  second.  Let  the  teacher  repeat  the  first  rhyme  rap- 
idly and  with  spirit.  Then  let  the  children  work  it  out 
line  by  line.     So  with  the  second  rhyme. 

2.  Phonics.  Study  the  "  Phonic  Review,"  page  118, 
as  directed  in  Lesson  76. 


156 


PABT  III 

DAILY  LESSON   PLANS 
HORACE  MANN  FIRST  READER 


LESSON   1.    FIRST  READER,  FRONTISPIECE 

1.  Preparation.  Picture  study  and  conversation.  Let 
the  children  study  the  frontispiece  and  talk  about  what 
most  interests  them,  —  the  sand,  the  sea,  the  ships,  the 
bathers,  the  circus,  and  particularly  the  group  in  the  fore- 
ground, with  whom  they  are  to  become  better  acquainted. 

Do  you  see  those  children  in  the  front  of  the  picture? 
How  many  children  do  you  see  there?     (BB) 
How  many  boys  and  how  many  girls?     (BB) 
Look  at  the  girl  who  is  sitting  down. 
What  has  she  on  her  lap?     (BB) 
Look  at  the  boy  who  is  sitting  down. 
What  does  he  sit  on?     (BB) 
Look  at  the  boy's  face. 
How  does  he  look?     (BB) 

What  kind  of  a  time  do  you  think  these  children  are 
having?     (BB) 

2.  The  Reading  Lesson.  Reading  from  the  Black- 
board. 

I  see  four  children.  children 
There  are  two  boys  and  two  girls. 

The  big  girl  has  a  doll.  doll 

One  boy  sits  on  the  sand.  sand 

He  looks  happy.  happy 

They  are  having  a  good  time.  having 

3.  Phonic  Review. 


159 


ball 

pail 

mate 

hand 

fat 

sit 

see 

b 

P 

m 

h 

f 

s 

s 

all 

ail 

ate 

and 

at 

it 

ee 

ten 

lay 

man 

moon 

light 

bell 

mill 

t 

1 

m 

m 

1 

b 

m 

en 

ay 

an 

oon 

ight 

ell 

ill 

Note.  —  This  review  contains  nearly  all  the  phono- 
grams including  single  consonants  which  have  been  formally 
developed  in  the  Horace  Mann  Primer.  It  will  be  espe- 
cially useful  with  classes  beginning  the  First  Reader  in  Sep- 
tember and  classes  in  which  there  are  many  pupils  who  have 
not  used  the  Primer. 


LESSON   2.     FIRST   READER,  PAGES  1,  2,  3 
At  the  Seashore 

1.   Preparation. 

(a)  Word  building  and  Word  problems :  fill,  dig,  digging, 
call,  Barbara. 


doll  pig 

d         ig 

dig 

dig 
digging 

cup 

c       all 
call 

mill 

ill 

fill 

car 
ar 
Barbara 

(&)  Picture  study.     Study  the  pictures  on  pages  1,  2, 
and  3,  and  develop  the  sentences  given  below, 
(c)  Reading  from  the  blackboard. 

I  see  three  children. 

What  are  the  names  of  the  children? 

The  boy's  name  is  Dick. 

160 


The  big  girl's  name  is  Daisy. 

The  little  girl's  name  is  Barbara. 

The  dog's  name  is  Sport. 

What  is  the  doll's  name? 

The  doll's  name  is  Elizabeth  Eliza. 

What  a  big  name  for  a  doll! 

Oh,  she  has  a  little  name  too. 

Daisy  calls  her  Bess. 

What  are  the  children  doing? 

They  are  digging  in  the  sand. 

What  is  Dick  going  to  make? 

He  is  going  to  make  a  fort. 

Barbara  digs  in  the  sand. 

So  does  Dick. 

So  does  Daisy. 

So  does  Sport. 

Does  Bess  dig  in  the  sand? 


Daisy 

Barbara 

Sport 

Elizabeth  Ehza 


Bess 


does 


2.  The  Reading  Lesson.     Read  pages  1,  2,  and  3. 

The  teacher  should  keep  a  copy  of  the  Horace  Mann 
Primer  upon  her  desk  and  make  herself  thoroughly  familiar 
with  it.  All  old  words  which  the  children  seem  to  have  for- 
gotten, especially  unphonetic  words,  should  be  referred  to 
the  rhymes  or  stories  in  the  Primer  in  which  they  first 
appeared.  The  word-list  in  the  Primer,  pages  119-122,  will 
give  the  proper  reference. 

3.  Phonics. 

(a)  Study  the  foot  list,  page  1. 

go  going  play  playing 

(6)  Word  building  and  Word  problems: 


Bess 

less     drink  less 

pretty     less 

trick     less 

fill 

ess 

ess    dr         ess 

pr             ess 

tr           ess 

ill 

less 

bless         dress 

press 

tress 

bill 

161 


Phonogram  developed:  ess. 

(c)  Seat  work.  Word  building  with  letter  squares. 
(See  Lesson  32,  Part  II.) 

Place  it,  at,  ail,  ill  and  all  on  the  blackboard  and  direct 
the  children  to  build  as  many  words  as  they  can  by  adding 
other  letters. 

In  this  and  all  other  exercises  for  seat  work  suggested  in 
this  manual,  the  teacher  must  exercise  her  own  judgment 
as  to  the  means  to  be  employed.  The  children  may  write 
with  pen  or  pencil  at  their  seats,  or  with  crayon  upon  the 
blackboard,  as  may  be  most  convenient  and  profitable. 


LESSON  3.     FIRST  READER,  PAGES  4,  5 
Poor  Elizabeth  Eliza 

1.   Preparation. 

(a)  Word  building  and   Word    problems:    still,   deep, 
yesterday. 


mill 

ill 

still 

dee 
deep 

rooster 
yes     ter     day 
yesterday 

(6)  Context  reading.  The  children  are  very  quick  to 
appreciate  grammatical  distinctions,  such  as  play,  played; 
dig,  dug.  Let  them  study  the  pairs  of  sentences  given 
below  and  supply  the  right  word  to  fill  the  blank  space; 
then  insert  the  word  in  its  proper  space.  Let  the  chil- 
dren read  the  sentences  in  pairs. 

162 


To-day 
Yesterday 

I  fill 
I 

my  pail, 
my  pail. 

fill 
filled 

To-day 
Yesterday 

I  make 
I 

a  fort, 
a  fort. 

make 
made 

To-day 
Yesterday 

I  dig 

I 

a  deep  well, 
a  deep  well. 

dig 
dug 

(c)  Picture  study.     Study  the  pictures  on  pages  4  and 
5  and  develop  sentences  given  below. 
{d)  Reading  from  the  blackboard. 

Yesterday  Bess  sat  on  the  sand.    (Picture,  page  4) 

Where  does  she  sit  to-day?  (Picture,  page  5) 

To-day  she  sits  on  her  mother's  lap. 

How  does  she  look? 

She  looks  ill. 

Poor  Elizabeth  Eliza!  poor 

What  will  her  mother  do? 

She  will  call  the  doctor.  doctor 

How  will  she  call  him? 

She  will  telephone  to  him.      (Picture,  page  6)         telephone 

2.  The  Reading  Lesson.     Read  pages  4  and  5,  section 
by  section,  at  first  silently  and  then  aloud. 

3.  Phonics. 

(a)  Word  building  and  Word  problems: 


made 

ade 

fade 


ade 

lade 

blade 


well  fade 

w        ade 

wade 


trick  wade 

tr  ade 

trade 


glad  trade 

gl  ade 

glade 


dug 

ug 

hug 


mug 

pug 

just     mug 

draw     jug 

drug 

lug 

tug 

J             ug 

dr           ug 

rug 

plug 

slug 

jug 

drug 

163 


Phonograms  developed:  ade  and  ug. 

(b)  Drill  on  verb  forms. 

To-day         I    run    drink    come    give    do    have    sleep. 
Yesterday    I 

Treat  these  forms  as  directed  under  "  Context  reading  " 
in  this  lesson. 

(c)  Seat  work.     (With  letter  squares.) 

Place  on  the  board  ee,  ay,  ate,  an,  and,  and  let  the 
children  build  all  the  words  they  can  by  adding  other 
letters. 


LESSON  4.     FIRST   READER,  PAGES  6,  7 
Doctor  Dick  and  Mrs.  Daisy 

1.   Preparation. 

(a)  Word  building  and  Word  problems:    hello,  quick, 
quickly,  sick,  Mr.,  Mrs.,  by. 


bell 

h  ell  o 

hello 


quack  lick 

qu  ick 

quick 


friendly 

trick 

ly 

ick 

quickly 

sick 

Mr.    Dick 
Mrs.  Daisy 


my 

y 
by 


(b)  Picture  study.     Study  the  pictures  on  pages  6  and 
7.     Develop  the  sentences  given  below. 

(c)  Reading  from  the  blackboard. 

Do  you  see  that  girl? 

What  is  she  doing? 

She  is  telephoning  to  the  doctor. 

164 


Do  you  see  that  boy? 
Do  you  see  his  hat? 
What  is  by  his  hat? 
That  is  his  cane. 


cane 


Doctor  Dick  says  he  will  come  quickly. 

How  will  he  come?     (Page  7) 

He  will  come  in  his  automobile.  automobile 

2.  The  Reading  Lesson. 

(a)  Read  pages  6  and  7.  Let  the  children  look  over 
the  piece  paragraph  by  paragraph,  get  the  sense  and  read 
aloud. 

(6)  Let  the  children  dramatize  the  lesson.  A  toy  tele- 
phone can  easily  be  made  by  the  children.  The  dialogue 
can  easily  be  worked  out.  Each  of  the  first  five  lines  on 
page  7  is  a  reply  to  the  corresponding  line  on  page  6;  the 
next  line  on  page  7  corresponds  to  the  next  three  on  page 
6,  etc. 

In  dramatizing  the  children  may  (a)  read,  or  (6)  give 
the  substance  in  their  own  words,  or  (c)  learn  and  use  the 
exact  words. 

3.  Phonics. 

(a)  Word  building  and  Word  problems: 


cane 

lane 

very  pane 

just  vane 

we  Jane 

ane 

mane 

V          ane 

J         ane 

w      ane 

mane 

pane 

vane 

Jane 

wane 

Phonogram  developed:  ane. 
(6)  Phrase  drill: 

165 


to  play  in  the  sand 

to  dig  dig  a  well 

with  his  paws  to  the  doctor 

not  very  well  thank  you 

to  Doctor  Dick  make  her  well 

as  quickly  as  you  can  good-by 

(c)  Seat  work.  Let  the  children  form  words  using  the 
phonograms:   am,  old,  ade,  ug,  etc. 

Note.  —  From  the  first  the  teacher  should  use  the  names 
of  the  letters  just  as  she  uses  the  names  of  other  articles  in 
the  schoolroom.  She  should  constantly  say  ''This  m  says" 
(giving  the  sound  of  the  letter)  or  ''What  does  this  s  say," 
etc.  But  she  should  make  no  attempt  to  teach  the  alphabet 
until  toward  the  close  of  the  first  year  of  school.  At  the  end 
of  the  first  year  the  children  should  know  thoroughly  the 
letter  names  in  their  alphabetic  order. 


LESSON   5.     FIRST   READER,  PAGE  8 
Formal  Phonics.     ICK,  ACK,  ST,  OP 

1.  Preparation. 

(1)  Rhyme  and  Picture  Study.  Work  over  the  rhyme 
in  connection  with  the  picture.     Read  and  memorize. 

(2)  Word  Study.  From  the  rhyme  develop  the  new 
words:   nimble,  he,  candle. 

2.  Phonics.     (See  Part  II,  Lesson  32.) 

(a)  Work  over  the  "Taking  Apart"  groups  and  de- 
velop ick,  ack,  st,  op.  Then  develop  stick,  stack,  still,  stop, 
by  "thinking  together"  known  phonograms. 

(b)  Word  building.     Build   these  words  one  by  one. 

166 


As  they  are  words  already  learned  or  are  composed  of 
phonograms  already  developed,  the  children  should  recog- 
nize them  at  once  without  oral  " sounding"  or  "  blending." 
If  necessary  let  the  children  "whisper"  the  parts  together. 
Use  the  oral  blend  only  as  a  last  resort. 


kick 

back 

stay 

mop 

chick 

hack 

state 

lop 

trick 

black 

stand 

flop 

rick 

lack 

stall 

top 

brick 

slack 

still 

stop 

prick 

Mack 

stout 

pop 

flick 

smack 

(c)  Word  problems: 


we  kick 

w      ick 

wick 


what  back 

wh        ack 

whack 


stay  heel 

st         eel 

steel 


chick  mop 
ch  op 

chop 


Note.  —  Do  not  attempt  to  teach  these  words  by 
"flash-drill"  repetition.  The  object  of  these  phonic  exer- 
cises is  to  develop  the  power  to  work  out  new  words  phoni- 
cally,  i.e.,  by  independently  interpreting  their  phonic 
elements.  Give  help,  when  necessary,  by  referring  to  a 
more  familiar  word  containing  the  phonic  element  in 
question. 


167 


LESSON   6.     FIRST   READER,  PAGES  9,  10,  11 
The  Doctor's  Call 

1.   Preparation. 

(a)  Word  building  and  Word  problems: 


Mr.  =  Mister 
Dr.  =  Doctor 


think  ring 

th  ing 

thing 


we  drink 

w        ink 

wink 


kill  sleep 

k        eep 

keep 

chick 
ch       ill 
chill 

her  happy 

per  hap    s 

perhaps 

(6)  Sight  words:  any,  doors,  seaside,  warm,  appetite. 
Let  the  children  get  these  words  from  the  context;  if  they 
hesitate,  give  the  words  and  let  them  proceed  with  the 
reading. 

(c)  Picture  study.  Study  the  pictures  on  pages  9  and 
11,  and  let  the  children  tell  what  they  see  and  what  they 
think  about  what  they  see.  Incidentally  any  of  the 
''sight  words"  which  come  up  naturally  in  the  conversa- 
tion, may  profitably  be  placed  upon  the  board. 

2.   The  Reading  Lesson. 

(a)  Choose  pairs  of  bright  children  to  read  the  dialogue, 
assigning  a  page  to  each  pair.  Let  each  read  his  part  of  the 
dialogue  silently  and  then  orally.  The  children  will  like 
this  arrangement  and  will  learn  from  one  another.  Be 
sure,  however,  that  they  do  not  depend  too  much  on  one 
another. 

168 


(6)  Dramatize  the  story,  first  allowing  the  children  to 
help  themselves  from  the  book;  then  have  them  go  through 
the  dialogue  without  the  book.  Do  not  hold  them  strictly 
to  the  printed  words.  Make  this  work  enjoyable;  a  little 
costuming  will  help.  Get  as  much  hfe  and  "snap"  into  it 
as  possible. 

3.   Phonics. 

(a)  Word  building  and  Word  problems: 


thank  nimble 

th  imble 

thimble 


candle 

andle  ^ 
handle 


Dot  clap 

D    over  i  cl      over 
Dover    i      clover 


side 
ide^ 
hide 


side 

tide 

slide 


bring  side 

br         ide 

bride 


bride 
ride 


wink  side 
ide 


w 


wide 


Phonograms  developed:  ide. 
(6)  Seat  work.     Word  building. 


LESSON   7.     FIRST   READER,  PAGES  12,  13 

The  Doctor's  Call     {Continued) 

1.   Preparation. 

(a)  Word  building  and  Word  problems:  hope,  when, 
because. 

1  In  all  future  exercises  in  "word  building"  and  "word  problems"  this 
step  will  be  omitted.  The  teacher  may  of  course  make  use  of  it  whenever 
necessary. 

169 


rope 
hope 


white 
wh       en 
when 


caught  is 
be  cau         se 
because 


For  by  see  good-by,  page  6.     For  peas  and  porridge  refer 
to  ''Peas  Porridge  Hot,"  Primer,  page  99. 

(6)  Let  the  children  get  to-morrow  from  the  context. 

2.  The  Reading  Lesson.     Treat  this  lesson  as  directed 
in  Lesson  6. 

3.  Phonics. 

(a)  Word  building : 


morrow 
sorrow 
borrow 

peas 
peat 
seat 

wheat 
beat 
meat 

eat 
heat 
bleat 

not 
neat 

chill 
cheat 

tree 
treat 

(b)  Form  a  Word  List  containing  words  built  in  this 
and  in  previous  lessons.  Arrange  the  words  so  as  to  break 
up  famihes.  Have  the  children  work  out  the  words 
phonically.  In  the  future  have  an  exercise  of  this  kind  as 
often  as  may  seem  profitable. 


LESSON   8.     FIRST   READER,  PAGES  14,  15 
The  Doctor  and  the  Doll 

1.   Preparation. 

(a)  Word  building  and  Word  problems:    shook,  dolly, 
bill,  pay. 

170 


sheep  look 
shook 

doll 
dolly 

bilP 

pay' 

(6)  Picture  study.  Study  the  pictures  on  pages  14 
and  15. 

2.  The  Reading  Lesson. 

(a)  Read  pages  14  and  15.  This  pleasing  rhyme  will 
require  little  or  no  "teaching."  Let  the  children  work  it 
through  by  themselves  and  read  it  to  one  another.  Be 
sure  that  as  they  read  the  appropriate  images  are  back  of 
the  words. 

(b)  Encourage  the  children  to  memorize  and  dramatize 
the  rhyme. 

3.  Phonics. 

(a)  Word  building: 


doll 
dolly 


Poll 
Polly 


Moll 
Molly 


folly 
holly 


jump 
jolly 


oil 
oily 


Phono^ams  developed:  oil,  oily, 
(b)  Seat  work.     Word  building. 


LESSON   9.     FIRST   READER,  PAGE  16 
Formal  Phonics.     SH,  AKE,  OOK,  EEP 

1.  Develop  the  Phonograms.     For  treatment  of  this 
lesson  see  Lesson  5  and  also  Part  II,  Lesson  32. 

2.  Word  Building. 

1  These  words  being  composed  of  known  phonograms  should  be  readily 
"sounded"  by  the  children. 

171 


book 
hook 

lake 
flake 

slake       1 
spake      1 

sham 
shout 

shin 
shall 

cut 
shut 

bed 
shed 

glad 
shad 

blow 
show 

flower 
shower 

3.   Word  Problems. 

bright  look 
brook 

cart  took 
cook 

new  book 
nook 

bring  take 
brake 

draw  shake 
drake 

4.  Seat  Work.  Build  words  with  familiar  phono- 
grams. 

Note.  —  Purchase  or  make  a  set  of  "phonogram"  cards. 
As  soon  as  a  phonogram  is  developed  tack  it  up  in  some  part 
of  the  room  where  it  will  be  visible  to  all  the  children  all  the 
time,  and  leave  it  there  for  several  days.  Refer  to  it  fre- 
quently until  it  is  thoroughly  fastened  in  the  minds  of  the 
children.  Then  place  it  in  a  package  containing  all  phono- 
grams which  have  been  taught  thus  far.  There  shQuld  be  fre- 
quent drills  upon  these  phonograms,  but  these  drills  should 
for  the  most  part  take  the  form  of  word  problems  or  word 
building,  not  of  formal  drills.  The  exercises  provided  in  the 
Manual  under  the  head  of  ''Phonics"  will  probably  furnish 
sufficient  material  for  all  necessary  drill.  If  they  do  not, 
the  teacher  should  supply  the  deficiency.  No  time  should 
be  wasted  in  drilling  upon  what  is  already  thoroughly  mas- 
tered. 

''All  mere  drill  in  the  facts  or  tables  of  any  subject  is 
comparatively  ineffective  even  for  memorizing  facts  or 
tables,  when  compared  with  the  method  of  using  facts  or 
tables  as  they  become  known  in  the  accomplishment  of 
definite  and  interesting  purposes  by  the  pupils."  —  From 
Teaching  of  Reading,  by  James  L.  Hughes. 


172 


LESSON   10.     FIRST  READER,  PAGES  17,  18 
Poor  Dog  Bright  —  White  Sheep 

1.  Preparation. 

(a)  Word  building:  fright,  stand,  stay,  hill. 

These  words,  being  composed  of  known  phonograms, 
should  be  readily  sounded  by  the  pupils.  In  the  following 
lessons  words  of  this  character  will  be  omitted  from  the 
Manual.  The  teacher  should,  however,  give  them  what- 
ever attention  may  be  necessary  to  prevent  hesitation  dur- 
ing the  reading  lesson. 

(6)  Sight  word:  off.  Let  the  children  get  this  word 
from  the  context. 

2.  The  Reading  Lesson.  Let  the  children  study  the 
pictures  and  the  rhymes  and  then  read  and  memorize  them 
as  directed  in  previous  lessons.  (See  especially  Lessons  7, 
12  and  15  in  Part  11.)  Note  especially  the  shepherd  boy, 
the  sheep,  and  the  cloud-sheep  on  the  blue  hill. 

3.  Phonics. 

(a)  Study  the  foot  lists  on  page  18. 

still  why  blow  won't 

stay  white  blue  didn't 

stand  when  black  doesn't 

1  wh  1  bl 

(6)  Word  building. 

*  Develop  these  compound  phonograms  {wh  and  hi),  as  indicated.  Al- 
though b  and  I  have  been  developed  singly,  the  combination  bl  should  receive 
some  attention.  See  that  bl  is  pronounced  not  b-l,  but  bl,  i.e.,  with  a  single 
impulse  of  the  voice. 

173 


feel 
wheel 

girl      Tim 
whirl   whim 

supper 
whimper 

new 
whew 

back 
whack 

hopper 
whopper 

dot 
blot 

feed 
bleed 

fed 
bled 

grunt 
blunt 

mouse 
blouse 

came 
blame 

beat 
bleat 

new 
blew 

4.    Context  Reading.      (See  Lesson  3,  1,  (b).) 

To-day       the  wind  blows. 
Yesterday  the  wind  .  .  . 

To-day       the  sheep  go  away. 
Yesterday  the  sheep  .  .  .  away. 
To-day       poor  Dog  Bright  runs  away. 
Yesterday  he  ...  away. 

To-day       Bess  eats  her  supper. 
Yesterday  she    .  .  .    her  supper. 

To-day  Daisy  feeds  Bess  peas  porridge  hot. 
Yesterday  she   .  .  .   her  peas  porridge  hot. 

(a)  Seat  Work.     Word  building  with  familiar  phono- 
grams. 


LESSON   11.     FIRST  READER,  PAGE  19 

A  New  Trick 

1.   Preparation. 

(a)  Word  building  and  Word  problems:    alive,  doggie, 
drop.  Rover. 


five 
live 


afraid 
alive 


Kate    I  dog 
Katie   |  doggie 

174" 


drink  hop 
drop 


run  over 
Rover 


(b)  Refer  alive  and  five  to  "I  caught  a  mouse  alive" 
(Primer,  page  27),  thus  fixing  the  words  and  the  sounds  in 
an  easily  remembered  context. 

(c)  Picture  study  and  Thought  development. 

This  lesson  gives  free  play  to  "dramatic  person- 
ation." If  the  children  imagine  vividly  they  will  ex- 
press the  thoughts  of  the  text  with  proper  emphasis 
and  inflection.  If  they  read  silently  and  then  express 
themselves  before  they  read  aloud,  their  reading  aloud 
will  be  as  nearly  as  possible  like  actual  speaking.  Some 
children  may  have  to  be  helped  to  understand  just  what 
action  corresponds  to  the  words  of  the  text.  Have  them 
study  the  pictures  and  help  them  with  such  questions  as 
these : 

Look  at  the  first  picture.  What  is  that  boy  going  to 
do?  (He  is  going  to  throw  the  ball.)  What  does  he  say 
when  he  throws  it?  (Text.)  What  does  he  want  the  dog 
to  do?  Look  at  the  second  picture.  What  is  the  dog  do- 
ing? What  does  the  boy  tell  the  dog  to  do  now?  (Text.) 
Look  at  the  third  picture.  What  is  the  boy  trying  to  do? 
(Text.) 

2.  The  Reading  Lesson.  Have  the  text  read,  section 
by  section.  Get  as  much  snap  and  life  into  it  as  possible. 
Tell  each  child  to  make  believe  he  is  teaching  his  dog  these 
tricks. 

3.  Phonics. 

(a)  Word  problems  and  Word  building: 


door  jump 
dump 


ran  jump 
rump 


thank  jump 
thump 

175 


lump 


pump 


slump    hump 


jump 
ump 


ump 
um 

mumps 
stumps 

hum 
mum 

nimble 
ble 

humble 
mumble 

tumble 
stumble 

bumble  bee 
umble 

grunt 
grumble 

fumble 
jumble 

drop 
drum 

get 
gum 

plum 
plump 

Phonograms  developed:  um,  ump,  ble,  umble. 
(6)  Seat  work.     Word    building  with  familiar  phono- 
grams. 


LESSON   12.     FIRST  READER,  PAGES  20,  21 

A  Cat's  Tale 

1.   Preparation. 

(a)  Word  building  and  Word  problems:    pleased,  silk, 
silky,  thing,  sharp,  hid,  hidden,  bur,  fur,  pur,  hurt,  bet,  better. 


please 
pleased 

milk 
silk 

pony     thank 
silky      thing 

car 
sharp 

did 
hid 

chicken 
hidden 

burn 
bur 

bur 
fur 

pur 

fur 
hurt 

get 
bet 

baker 
better 

For  any  refer  to  anything,  page  9. 

(b)  Picture  study.     Study  the  picture  and  by  appro- 
priate questions  develop  the  sentences  given  below. 

(c)  Reading  from  the  blackboard. 


Do  you  see  that  girl  and  that  cat? 
That  girl's  name  is  Dorothy. 
Dorothy  likes  the  cat. 

176 


Dorothy 


The  cat  hkes  Dorothy. 

They  are  good  friends. 

The  cat's  fur  is  very  soft.  soft 

See  Dorothy  stroke  the  cat's  fur.  stroke 

That  makes  pussy  pur. 

She  purs  because  she  is  pleased. 

Once  Dorothy  pulled  pussy's  tail. 

What  did  pussy  do  then?     (Picture,  page  21.) 

2.  The  Reading  Lesson.     Read  pages  20  and  21. 

3.  Phonics. 

(a)   Word  building  and  Word  problems: 


hurt 

fur 

ur 

bur 
burn 
urn 

turn 
spur 
spurn 

chick 
churn 
blur 

bread  stroke 
broke 


chick  broke 
choke 


yes  choke 
yoke 


oke 
smoke 


poke 
spoke 


Phonograms  developed:   ur,  urn,  oke. 
(6)   Seat  work.     Word  building. 


LESSON    13.     FIRST   READER,  PAGES  22,  23 

Dame  Trot  and  Her  Cat 

1.   Preparation. 

(a)  Word  building  and  Word  problems: 


doll  came 
dame 

catch 
chat 

car  kid 
hark 

do 
dark 

Refer  side  to  seaside,  page  10. 

177 


(h)  Sight  word :  listen. 

2.  The  Reading  Lesson.  Study  the  picture.  Study, 
read,  and  memorize  the  rhyme  as  directed  in  previous  les- 
sons.    See  especially  Lessons  7,  12,  and  15,  Part  11. 

3.  Phonics. 

(a)  Study  the  foot  lists,  pages  22  and  23. 
chick  chill  chat  chin  ch 

Note  that  the  digraph  ch  has  nearly  the  sound  of  tsh. 
It  is  the  voiceless  or  whispered  correlative  of  j.  The  chil- 
dren may  associate  the  sound  with  the  exhaust  of  a  steam 
engine. 


dark 
hark 
bark 

dame 
came 
name 

trot 

spot 

pot 

hop 
drop 
stop 

(6)  Word  building. 


ark 

ame 

ot 

op 

lark 

lame 

lot 

lop 

Clark 

tame 

slot 

slop 

park 

same 

blot 

flop 

Phonograms  developed:  ch,  ark,  ame,  ot. 


he  will 
he'll 


she  will 
she'll 


that  is 
that's 


you  are 
you're 


(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


178 


LESSON   14.     FIRST   READER,  PAGES  24,  25 


Dot  and  Fun 
1.   Preparation. 

(a)  Word  building  and  Word  problems:    yarn,  claw, 
feel,  bark. 


yes  car  no 
yarn 


clap  saw 
claw 


this  man 
than 


heel 
feel 


dark 
bark 


ih)  Sight  words:   scratch,  climb. 

(c)  Picture  study.  Dramatize  as  in  previous  lessons. 
Lead  the  children  to  express  their  personal  preference  as 
between  cats  and  dogs,  and  assign  parts  accordingly. 

2.  The  Reading  Lesson.     Read  pages  24  and  25. 

3.  Phonics. 

(a)  Study  the  foot  list,  page  25,  and  develop  aw. 


paw 

maw 

flaw 

saw 

haw 

gnaw 

caw 

law 

claw 

draw 

raw 

straw 

aw 
awl 
bawl 

thank 
thaw 

clap 
claw 

draw 
drawl 

she 
shawl 

chit 
chide 

cheat            chess            choke 
chop             cheat            churn 

chain 
choke 

chum 
chump 

Phonograms  developed:  aw,  awl. 

(b)  Enunciation.     Some  children  say  drawr  for  draw. 
Drill  to  correct  this  error. 

(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 

179 


LESSON   15.     FIRST  READER,  PAGES  26,  27 
Grandma  is  Knitting 

1.   Preparation. 

(a)  Word  building  and  Word  problems: 


know 
knit 


clap      o      goose 
close 


(6)  Word  study:  Before  beginning  to  read,  work  over 
the  head  lists  and  the  foot  lists,  pages  26  and  27. 

(c)  Picture  study.  Study  the  pictures  on  pages  26 
and  27. 

2.  The  Reading  Lesson.     Read  pages  26  and  27. 

3.  Phonics. 

(a)  Study  the  foot  lists. 


(26) 
knit  knitting  sit 

(27) 


sitting 


bounce 
pounce 


nap 
tap 


lap 
clap 


ever 
never 


(6)  Teach  the  names  of  the  vowels:  a,  e,  i,  0,  u.  The 
letters  are  like  children:  they  talk.  There  are  boy  chil- 
dren and  girl  children.  So  we  may  say  there  are  boy 
letters  and  girl  letters.  To-day  we  will  learn  the  names  of 
the  girl  letters.     The  girl  letters  are  (BB)  a,  e,  i,  0,  and  u. 

180 


(c)  Place  on  the  board :  Sometimes  these  girl  letters  say 
their  names  and  sometimes  they  say  something  else.  To- 
day we  will  learn  their  names  so  that  we  can  tell  when 
they  say  their  names.  What  are  the  names  of  the  girl 
letters?" 


at 
ate 

can 
cane 

bit 
bite 

hop 
hope 

"  Sound  this  word  slowly,     (at) 
How  many  sounds  did  you  make?     (two) 
Sound  this  word  slowly,     (ate) 
How  many  sounds  in  ate?     (two) 
How  many  letters  in  ate?     (three) 

There  are  only  two  sounds:  which  letter  did  not  say 
anything?     (e) " 

So  for  the  other  pairs. 

"Sound  these  words  slowly,     (at,  ate) 

In  which  of  them  does  a  say  her  name?     (ate)  " 

So  for  the  other  pairs. 

"  In  these  words  e  does  not  say  anything  to  us;  but  she 
tells  a  to  do  something.  What  does  she  tell  her  to  do?  " 
(To  say  her  name.) 

Note.  —  "The  letters  should  always  be  spoken  of,  to  the 
children,  as  if  they  had  personality.  They  should  be  repre- 
sented as  saying  something,  as  speaking  alone,  as  singing 
duets  with  other  letters,  or  as  keeping  silence  to  listen  to 
their  little  comrades  in  the  words,  when  they  are  not  ex- 
pected to  speak  themselves.  This  simple  practice  invests 
the  letters  with  a  real  personal  power,  and  arouses  a  vital 
interest  in  them  on  the  part  of  the  children.  It  adds  to  the 
interest,  and  aids  in  a  natural  classification  of  the  letters 
to  speak  regularly  to  the  children  of  the  vowels  as  "girls," 
and  of  the  consonants  as  "boys."     The  words  "vowels" 

181 


and  ''consonants"  should  of  course  not  be  used,  but  to  have 
both  "girl"  letters  and  "boy"  letters  makes  the  personation 
more  complete  and  more  real,  and  prepares  the  way,  lays  the 
apperceptive  basis  for  a  logical  classification  of  the  letters 
later."  —  Teaching  to  Read,  by  James  L.  Hughes. 


LESSON    16.     FIRST   READER,  PAGES  28,  29 

A  Kitten  Rhyme 
1.   Preparation. 

(a)   Word  building:   yet,  0,  should,  only. 


yes 
yet 

oh  -  0              would 
should 

won't 
only 

Picture  Study.  Recall  the  rhyme  "Kitty's  Name," 
Primer,  page  15.  The  children  probably  know  it.  Let 
some  one  recite  it.  Recall  the  picture.  If  possible,  show 
it  in  the  Primer.  Then  turn  to  page  26  of  the  First  Reader. 
"Look  carefully  at  that  kitten.  What  do  you  think  her 
name  is?  Yes,  that  is  Dot.  To-day  we  are  going  to  read 
more  about  Dot,  Grandma,  and  the  ball  of  yarn." 

2.  The  Reading  Lesson.     Read  pages  28  and  29. 

3.  Phonics. 


fat 
fate 

cat 
Kate 

tap 
tape 

Tim 
time 

for 
fore 

cut 
cute 

Treat  these  words  as  directed  for  at,  ate,  and  develop 
the  rule:  "When  e  stands  at  the  end  of  a  word  w4th  a  boy 
letter  between  her  and  another  girl  letter,  e  does  not  say 

182 


anything  to  us;  but  she  whispers  to  her  sister  letter  and 
says,  'Say  your  name,  say  your  name.'  And  the  other  girl 
letter  almost  always  minds  and  says  her  name." 

Do  not  require  the  children  to  memorize  this  rule,  but 
in  subsequent  lessons  lead  them  to  apply  it  again  and  again 
till  its  appUcation  becomes  automatic. 


LESSON    17.     FIRST   READER,  PAGE  30 
Formal  Phonics,  R,  ED,  UN,  AIN,  ING,  BR,  and  TR 

1.  For  treatment  of   this  lesson  see  previous  similar 
lessons. 

2.  Word  Building.     From  the  word  building  list  on 
page  30  develop  br  and  tr. 


bray 

brake 

bran 

tray 
trail 
trill 

rail 

ram 

rake 

bun 
pun 
stun 

ring 

spring 

sling 

brand 

treat 

rook 

shun 

sting 

broke 
broom 

trump 
trawl 

rump 
rum 

spun 
hunt 

fling 

3.  Phonics. 

Call  attention  to  the  girl  letters  which  do  not  speak 
to  us  but  tell  the  other  girl  letter  to  say  her  name. 
Continue  to  call  attention  to  what  the  various  letters  do 
and  say  in  subsequent  lessons.  The  twin  brothers  II  sing 
a  duet,  but  they  sing  only  the  same  song  that  brother  I 
sings  alone. 

183 


4.  Enunciation.     For  directions  for  securing  the  cor- 
rect utterance  of  r,  see  Part  II,  4,  4. 

5.  Seat  Work.     Build  words  with  the  phonograms,  an, 

in,  on,  un. 


LESSON    18.     FIRST   READER,  PAGES  31,  32,  33     ' 
The  Sly  Fox  and  the  Hungry  Lion 


1.   Preparation. 

(a)  Word  building  and  Word  problems: 
could,  den,  along. 


brother,  spy, 


mother 

other 

brother 

my 

sly 

spy 

cat  would            do  ' 
could                den 

song 
along 

(b)  Sight  words:  wonder,  fast  (context). 

(c)  Picture  study.  Study  the  pictures  on  pages  31,  32, 
33.  ''Is  that  lion  young  or  old?"  Lead  the  children  to 
note  that  all  the  tracks  point  one  way.  "What  is  the  fox 
looking  at  and  what  is  he  thinking  about?"  ''Why  are 
there  no  tracks  coming  out?  " 

(d)  Let  the  children  work  through  the  text  silently, 
and  then  let  two  or  three  tell  the  story  in  their  own  words. 
Let  them  help  themselves  from  the  book  if  necessary. 
This  may  take  a  little  time;  but  it  is  time  well  spent. 

(e)  If  time  permits,  dramatize  the  story  before  reading. 
This  will  help  greatly  in  getting  good  expression. 

2.   The  Reading  Lesson.     Read  the  story  through  con- 

184 


tinuously  and  with  as  Httle  interruption  as  possible.  If 
sUght  errors  are  made,  correct  them  at  some  other  time. 

See  that  the  children  appreciate  the  point  in  "I  will 
make  tracks  away  from  your  den  as  fast  as  I  can."  You 
can  tell  by  the  way  they  read.  If  they  do  not  quite  get 
the  joke,  help  them. 

3.   Phonics. 

(a)  Study  the  foot  lists,  pages  31  and  33. 

(31) 
trot  trotting  hop  hopping 

(33) 
could  would  should 

(6)  Word  building  and  Word  problems. 


fast 

ast 

last 

mast 
past 
hast 

net  lick 

ne      ck 

neck 

neck         peck 

eck        speck 

peck        check 

did 

deck 

fleck 

Phonograms  developed:  ast,  eck. 

(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 

4.    Context  Reading. 

The  old  lion  .  .  .  hungry. 
He  wanted  something  to  .  .  . 
A  rabbit  .  .  .  hopping  along. 
He  .  .  .  into  the  lion's  den. 
But  he  never  .  .  .  out. 
Why  did  he  not  .  .  .  out? 
Because  the  lion  .  .  .  him  up. 
That  .  .  .  why. 


185 


LESSON    19.     FIRST   READER,  PAGE  34 
Where  is  Your  Nest,  Birdie? 

1.   Preparation. 

(a)  Word  building  and  Word  problems:   egg,  or,  birdie, 
brown,  nest,  speckled,  trouble. 


leg 
eggi 

for 
or 

Katie 
birdie 

down 
brown 

net 
nest 

nibble 
nibbled 

nibbled 
speckled 

cut 

tr  pu  ble 

trouble 

(6)  Sight  word:  among. 

(c)  Picture  study.  Study  the  picture  opposite  page  34. 
Bring  out  the  way  the  bird  has  of  protecting  her  nest  from 
the  little  boy.  The  boy  is  off  the  track.  If  he  follows  the 
bird,  he  will  not  find  the  nest.  He  should  look  in  the  direc- 
tion the  bird  came  from,  not  in  the  direction  it  is  going. 
When  the  children  get  the  point,  let  them  make  up  a  story 
about  the  little  boy  and  the  bird  before  they  read  the  mono- 
logue aloud. 

2.  The  Reading  Lesson.     Read  page  34. 

3.  WordDriU. 
(a)  Compounds. 

something     anything     somewhere     anywhere     nowhere 
(6)  Color  words. 

*  The  twin  brothers  gg  speak  in  ooncert:  they  say  the  same  thing. 

180 


white 
black 

red 
blue 

green 
yellow 

speckled 
brown 

4.   Phonics. 

Word  building  and   Word  problems: 
west,  crest,  jest,  double. 


best,   lest,   pest, 


nest 

est 

best 

test 
rest 
lest 

chest 
pest 

way 
west 

can 
crest 

just 
jest 

do  trouble 
double 

Phonogram  developed:  est. 

(c)  Seat  work.     Build  words  with  familiar  phonograms. 

4.   Phrase  Drill. 


on  this  side 
on  that  side 
beside  her 
behind  her 
before  her 


with  her  claws 
in  her  paws 
by  the  fire 
at  the  door 
behind  the  door 


LESSON   20.     FIRST   READER,  PAGE  35 

Sugar  and  Spice 
1.   Preparation. 

(a)  Word  building  and   Word   problems:     Study  the 
foot  lists,  page  35. 


snip 

snap 

snail 

nip 

nap 

nail 

iP 

ap 

ail 

rip 

rap 

rail 

trip 

trap 

trail 

187 


Begin  with  nap  (Primer,  page  89);  then  build  snap, 
snip,  snail. 

Develop  sugar,  spice,  nice,  from  the  study  of  the  rhyme. 

2.  Rhyme  Study.  Study,  memorize,  and  read  the 
rhyme  as  directed  in  previous  lessons.  See  especially 
Part  II,  Lessons  7,  12,  15. 

Perhaps  some  of  the  children  have  known  and  loved  the 
book  of  nursery  rhymes  entitled  "Sugar  and  Spice  and  All 
That's  Nice."  This  is  where  that  title  came  from.  '"  What 
does  the  poem  mean?  I  don't  exactly  know.  Maybe  it 
is  just  a  rhyme  that  very  many  children  have  liked  to  hear, 
and  that  you  can  go  home  and  repeat  to  your  baby  brother 
or  sister.  Whatever  it  means,  little  girls  are  something 
very  nice,  that's  certain.  But  little  boys  are  not  so  bad 
either.  Snaps  ('for  outings,  5^')  are  very  nice,  and  puppy 
dogs'  tails  act  very  happy  sometimes  —  they  are  about 
the  happiest  part  of  the  puppy.  A  snail  is  something 
very  slow  —  and  some  little  boys  are  pretty  slow.  .  .  . 
How  would  it  do  to  turn  the  poem  around,  so  that  little 
boys  will  be  made  of  sugar  and  spice  and  all  that's  nice?  " 
In  some  such  way  the  teacher  may  give  a  setting  to  the 
rhyme. 

3.  Phonics. 

(a)  Study  the  foot  lists.     (See  1,  (a)  above.) 
Phonograms  developed:    sn  (from  snip,  snap,  snail), 

ip,  ap. 

(b)  Word  building. 


snatch 

snout 

snug 

slip 

chip 

whip 

slap 

chap 

flap 

snake 

trip 

map 

188 


(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 

4.   Phrase  Drill. 


in  his  den 
on  the  ground 
in  the  sand 
by  the  shore 
in  his  hand 


out  of  his  den 
upon  the  table 
at  the  seashore 
with  her  pail 
in  his  pail 


LESSON   21.     FIRST   READER,  PAGE  36 
Two  Little  Black  Birds 

1.   Preparation. 

(a)  Word  problems  and  Word  building:    other,  flew, 
pray,  left,  alone. 


brother 
other 

new 
flew 

pretty 
pray 

let 
left 

telephone 
stone 
alone 

(6)  Sight  word:  none. 

2.  Picture  and  Rhyme  Study.     As  directed  in  previous 
lessons. 

3.  Phonics.     Review. 


189 


LESSON  22.     FIRST  READER,  PAGE  37 
Formal  Phonics,  D,  ON,  OND,  END,  UND,  DR 

1.  Work  through  the  material  on  page  37,  as  directed 
in  previous  lessons.     See  especially  Part  II,  Lesson  32. 

2.  Additional  Word  building. 


Dan 

Dover 

date 

bend 

mend 

Molly 

under 
plunder 

bond 
pond 
blond 

yet 

yonder 

ponder 

drug 

drum 

dress 

3.  Enunciation.  To  sound  d  alone,  place  the  tip  of 
the  tongue  in  the  position  for  t  and  sound  with  voice. 
Avoid  duh  on  the  one  hand  and  nd  on  the  other. 


LESSON  23.     FIRST  READER,  PAGES  38,  39 
Little  Red  Hen  and  Sly  Fox 

1.   Preparation. 

(a)  Let  the  children  work  through  pages  38-44.  Let 
them  study  the  picture  on  page  38  and  the  colored  picture 
opposite  page  40.  By  appropriate  questions  bring  out  the 
title  of  the  story;  and  in  their  proper  places  bring  out  the 
sub- titles:  where  the  little  hen  lived;  what  she  could  do; 
and  what  the  foxes  wanted  to  do. 

Work  through  the  text  silently,  letting  the  children 
make  out  for  themselves  from  the  context  as  many  of  the 
new  words  as  possible.     Of  course  "Little  Red  Hen"  lived 

190 


in  a  house;   it's  there  in  the  picture.     She  had  a  garden; 
naturally  she  worked  in  the  garden. 

(Explain  that  a  hen  eats  stones  and  tell  why.  "The 
hen  has  no  teeth.  She  swallows  her  food  whole.  She 
swallows  stones  and  these  stones  grind  her  food.  She  has 
a  little  mill  in  her  crop.  Ask  your  mother  about  it.") 
"The  Little  Red  Hen  used  to  scratch  in  the  ground.  Of 
course  she  was  trying  to  find  stones  for  her  little  mill.  In 
the  picture  she  is  going  to  catch  a  grasshopper.  What  else 
would  she  catch?  Bugs  of  course."  In  some  such  way  as 
this  help  the  children  when  necessary  in  making  out  the 
new  words  from  the  context. 

Note.  —  All  the  new  words  will  be  listed  in  the  several 
lessons,  but  the  teacher  should  develop  only  those  upon  which 
the  children  need  help.  This  plan  should  be  followed  in  all 
subsequent  lessons. 

(6)  When  the  children  have  worked  through  the  whole 
story  let  some  of  them  tell  it  in  their  own  words.  Let  each 
story-teller  tell  the  whole  story.  If  he  needs  suggestions 
let  the  other  children  give  them.  In  this  work  the  teacher's 
aim  should  be  to  develop  the  power  to  tell  a  story  fluently 
and  completely  with  the  facts  arranged  in  their  proper 
sequence. 

(c)  Sight  words:  pleasant,  work. 

(d)  Word  building  and  Word  problems:  lived,  house, 
worked,  bug,  cackle,  find. 


give 
live 
lived 

mouse 
house 

work 

worker 

worked 

dug 
bug 

cat   speckled 

ca          ckle 

cackle 

grind 
find 

191 


2.  The  Reading  Lesson.     Read  pages  38,  39. 

3.  Phonics. 

(a)  Study  the  foot  hsts  on  pages  38  and  39. 

(38) 
walk  walked  work  worked 


she 


he 


(39) 
we 


me 


(In  these  words,  she,  he,  etc.,  e  says  her  name,  and  when 
we  want  to  show  that  she  says  her  name  we  sometimes  put 
a  fiat  cap  on  her  like  this,  e.  But  e  likes  to  have  her  twin 
sister  with  her.  When  they  are  together  like  this,  ee,  they 
speak  in  concert:  they  say  just  the  same  thing  that  sister 
e  says  when  she  is  alone  and  wears  her  flat  cap.  Thus,  wee, 
see,  dee.) 

(b)  Word  building. 


beet 

feet 

meet 

seed 
heed 
feed 

green 

seen 

sixteen 

sleep 

sweep 

steep 

heel 

feel 

wheel 

Phonograms  developed:  e,  ee. 

(c)  Seat  work.     Build  words  using  e  and  ee  as  bases. 


192 


LESSON   24.     FIRST   READER,  PAGES  40,  41 
Little  Red  Hen  and  Sly  Fox   (Continued) 

1.   Preparation. 

(a)  Sight  words:  creep. 

(b)  Word   building   and    Word   problems:     wife,    bad, 
visit,  first,  boil,  behind,  hid. 


knife 
wife 

had 
bad 

very 

V 

is  1  it    girl 
is  1  it    first 

boy  (oy  =  oi) 
boil 

find 
behind 

did 
hid 

2.  The  Reading  Lesson.     Read  pages  40  and  4L 

3.  Phonics. 

(a)  Study  the  foot  lists. 

(40) 
day  ate  made  came  a 

(In  these  words  e  does  not  say  anything  to  us;  but  she 
tells  a  to  say  her  name.  When  a  says  her  name  she  some- 
times wears  a  flat  cap  like  this,  a.  In  the  word  day,  y  is 
only  i  in  a  long  dress  and  a  false  face;  she  does  the  same 
thing  that  e  does  in  these  words  {ate,  made,  etc.). 

Phonogram  developed:  a. 


(41) 


sleep 
creep 


beside 
behind 


drop 
dropped 


hop 
hopped 


(6)  Seat  work.     Build  words  using  ate,  ame,  ade,  ane, 
ake,  as  bases. 

193 


4.   Phrase  Drill. 


in  her  little  house 
in  the  garden 
on  her  eggs 
day  after  day 


out  of  the  house 
out  of  the  garden 
in  the  ground 
night  after  night 


LESSON  25.     FIRST  READER,  PAGES  42,  43 
Little  Red  Hen.  and  Sly  Fox   {Continued) 

1.   Preparation. 

(a)  Sight  words:  scissors. 

(b)  Word   building   and   Word   problems:    roost,  fell, 
dizzy,  floor,  round,  fly,  hole,  thought. 


rooster 
roost 

well 
fell 

did  buzz  pony 

di         zz         y 

dizzy 

door 
floor 

ground 
round 

sly 

fly 

hope 
hole 

thank  bought 

th           ought 

thought 

2.  The  Reading  Lesson.     Read  pages  42  and  43. 

3.  Phonics. 

(a)  Word  building  and  Word  problems. 


wife 
life 

bad 
shad 

first 
firm 

boil 
soil 

roost 
boost 

hole 
mole 

fly 

dry 

creep 
crack 

crop 
crook 

crane 
crate 

cram 
cr 

Phonogram  developed:  cr. 

(6)  Seat  work.     Build  words  with  familiar  phonograms. 

194 


LESSON   26.     FIRST   READER,  PAGE  44 
Little  Red  Hen  and  Sly  Fox   {Continued) 

1.   Preparation. 

(a)  Word  building  and  Word  problems:   try,  held,  lid, 
wait,  splash,  opened. 


sly 
try 

hello 
held 

hid 

hd 

wife  pail 
wait 

at 
ash 
lash 

lash 

plash 

splash 

hope  not 
open 
opened 

2.  The  Reading  Lesson.     Read  page  44. 

3.  Phonics. 

(a)  Word  building  and  Word  problems: 


wait 
bait 
bail 

splash 

lash 

flash 

dash 

mash 

smash 

rash 
trash 

hash 
ash 

cat 
cash 

creep 
crash 

claw                 get 
clash                gash 

Phonogram  developed:  ash. 

(6)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


195 


LESSON   27.     FIRST   READER,  PAGE  45 
Miss  Jane  had  a  Bag 

1.   Preparation. 

{a)  Word  problems  and  Word  building: 


wonder 
under 

able 
table 

(h)  Sight  word:   minute  (Get  from  the  rhyme). 

2.  Picture  and  Rhyme  Study.  Study  the  picture; 
study  and  read  the  rhyme  as  directed  in  previous  lessons. 
See  especially  Lessons  7,  12,  and  15,  in  Part  II.  The 
rhyme  may  be  memorized  or  not  as  the  teacher  prefers. 

3.  Phonics. 

(a)  Study  the  foot  list.     (See  Lessons  15,  16,  17.) 

so  open  hole  stone  o 

(b)  Phonogram  series  and  phonic  review.  From  the 
an  and  at  series  develop  the  ad,  ap,  ack,  am,  and  amp 
series. 

an  en  in 

at  et  it 

ad  ed  id 


on 
ot 
od 

un 
ut 
ud 

op 
ock 

up 
uck 

ap  ep  ip 

ack  eck  ick 

am  em  im  om  um 

amp  emp  imp  omp  ump 

Phonograms  developed:   amp,  em,  emp,  ep,  et,  id,  im, 
o,  od,  ock,  om,  omp,  ut. 

196 


(c)  Word  building: 


land 

lend 

hint 

pond 

hunt 

bat 

bet 

bit 

shot 

shut 

shad 

shed 

sUd 

shod 

mud 

slap 

step 

ship 

shop 

supper 

slack 

speck 

brick 

block 

bucket 

sham 

stem 

brim 

from 

tumble 

tramp 

temper 

limp 

romp 

mumps 

Drill  across  till  the  children  get  the  feel  of  the  several 
short  vowels  in  both  (6)  and  (c). 

Drill  by  columns  for  sounds  of  the  same  vowels  and  of 
the  different  consonants. 

{d)  Seat  work.     Build  words  with  familiar  phonograms. 

4.   Phrase  Drill. 


in  the  house 
in  the  garden 
in  a  bag 
out  of  the  bag 
in  the  ground 
out  of  the  ground 
day  after  day 
night  after  night 


all  the  time 
into  the  house 
out  of  the  house 
behind  the  door 
to  her  roost 
on  his  back 
after  his  tail 
by  and  by 


5.    Rh)ane   Study.      Begin    learning    the   "Visiting" 
rhyme  on  page  49.     Play  the  game. 


197 


LESSON  28.     FIRST   READER,  PAGES  46,  47 
They  All  Work  for  a  Living 

1.  Preparation. 

(a)  Word  building  and  Word  problems :  cry,  think,  long, 
gay,  white,  Turner,  Mouser. 


sly 
cry 

drink      along 
think        long 

get 
gay 

white 
while 

burn 
Turner 

mouse 
Mouser 

ih)  Picture  study.     Study  the  picture,  page  46. 

2.  The  Reading  Lesson.     Read  pages  46  and  47. 

3.  Phonics. 

(a)  Study  the  foot  lists,  pages  46  and  47. 

(46) 
nice  time  side  night  I 

(47) 
by  cry  sly  fly  y 


rri 


we  wink  well  would 

we  w  ink  w  ell  w  ould 

w  ink  ell  ould 

wake  pink  shell  should 

(6)  Word  building. 

*  y  is  only  I  in  a  long  dress  and  a  false  face. 


198 


blake 

slink 

spell 

wade 

flake 

chink 

swell 

trade 

stake 

brink 

dwell 

blade 

shake 

bUnk 

smell 

shade 

Phonograms  developed:   w,  ink,  ould,  i,  y. 

(c)  Enunciation.  To  sound  w  alone,  say  oo  without 
prolonging.  This  gives  the  proper  position  of  the  vocal 
organs  and  blends  easily  with  the  following  sound,  what- 
ever it  may  be. 

4.  Seat  Work.  Word  building  with  familiar  phono- 
grams. 

5.  Rhyme  Study.  Continue  the  study  of  the  "Visit- 
ing "  rhyme,  page  49. 


LESSON   29.     FIRST   READER,  PAGE  48 
Two  Rabbit  Rhymes 


1.   Preparation. 

(a)  Word  building  and  Word  problems. 
stood,  dance,  sunny,  timid,  habit,  sir. 


nose,  wood, 


because 

no  se 

nose 


good 
wood 
stood 


pounce 
dan  ce 
dance 


funny 
sunny 


Tim  id 
timid 


hab  it 
habit 


girl 

ir 

Sir 


(6)  Picture  study.     Study  the  pictures.     Bring  out  and 
read  the  two  titles:   in  the  daytime  and  at  night. 

2.    The  Reading  Lesson.     Study,  read  and  memorize 
the  rhymes  as  directed  in  previous  lessons. 

199 


3.   Phonics. 

(a)  Study  the  foot  lists. 


fun 
fun  ny 


quick 
quick  ly 


fur 
fur  ry 


down 
down  y 


(6)  Word  building  and  Word  problems. 


gayly 
badly 

nicely 
homely 

justly 
softly 

sharply 
pleasantly 

closely 
sickly 

nose 
rose 

this 
those 

clap 
close 

pose 
ose 

dance 
lance 

chance 
France 

prance 
ance 

Phonograms  developed:   y,  ly,  ose,  ance. 

(c)  Practice  finding  familiar  elements  anywhere,  —  at 
the  beginning,  middle,  and  end  of  words.  Let  some  of 
these  words  be  long  words,  such  as:  obedient,  whispering, 
punishment,  lonesome,  remi7iding,  example,  divide,  multiply, 
subtract,  delicate,  surprise,  American,  neighborhood,  wel- 
come, etc. 

4.  Rhyme  Study.  Continue  the  study  of  the  ''Visit- 
ing" rhyme,  page  49. 


LESSON   30.     FIRST   READER,  PAGES  49-53 

Visiting 
1.   Preparation. 

(a)  Word  building  and  Word  problems:    wash,  clean, 
across,  our. 

200 


want 
wash 

meat 
mean 
clean 

soft 

croft 

cross 

across 

flour 
our 

(6)  From  a  study  of  the  rhyme  and  the  pictures,  de- 
velop iron  and  sew. 

Place  irregularly  upon  the  board:  Tuesdaj^  Sunday, 
Monday,  Friday,  Thursday,  Saturday,  Wednesday.  Tell 
the  children  that  these  are  the  names  of  the  days  of  the 
week  and  let  them  pick  out  Monday,  Tuesday,  etc. 

2.  The  Reading  Lesson.  Study,  read,  memorize,  and 
act  the  rhyme  as  directed  in  previous  lessons. 

3.  Phonics,     (a)  Study  the  foot  lists. 

(50) 


could 
couldn't 

would 
wouldn't 

should 
shouldn't 

can 
can't 

bake 
baldng 

take 
taking 

(52) 
(53) 

come 
coming 

give 
giving 

no 
n  0 
n 
name 

net 

n  et 

et 

pet 

not 

n  ot 

ot 

pot 

nice 

n  ice 

ice 

mice 

new 

n  ew 

ew 

mew 

an 

en 

in 

on 

un 

(6)  Word  building: 

neat 

bet 

lot 

slice 

few 

bleat 

wet 

slot 

twice 

chew 

treat 

pet 

blot 

trice 

crew 

201 


Phonograms  developed:  n,  ice,  ew. 
(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON  31.     FIRST  READER,  PAGE  54 

Telegrams 

1.   Preparation. 

{a)  Word  building  and  Word  problems:  grand,  another, 
year,  ready,  slept,  sister,  shore. 


grunt 
grand 


mother 
another 


yes  dear 
year 


bread 
ready 


si  ep  t 
slept 


Mr.  =  Mister 
sister 


stone 
store 
shore 


2.  The  Reading  Lesson.     Read  page  54. 

Let  the  children  appoint  different  ones  to  receive  the 
telegrams.  Then,  when  Dr.  Dick  has  received  his  tele- 
gram, he  must  read  it  aloud. 

3.  Phonics. 

Word  building  and  Word  problems : 


shore 

ore 

more 

sore 
tore 
pore 

wore 
swore 
chore 

core 
score 
snore 

bore 

fore 

before 

year 

ear 

near 

tear 

hear 

shears 

drear 
clear 
clean 

bean 

mean 

lean 

leap 

reap 

cheap 

leaf 
sheaf 
cheat 

202 


fear 

feast 

least 

east 
least 
beast 

beach 

reach 

bleach 

teacher 
preacher 
reader 

steamer 

dreamer 

beater 

meal 
seal 
peal 

peach 
each 
ea 

Phonograms  developed:  ore,  ea. 

4.    Seat  Work.     Build  words  with  ea  and  aw  as  bases. 


LESSON   32.     FIRST   READER,  PAGES  55-61 
The  Go  to  Sleep  Story 

1.   Preparation. 

(o)  Word  building  and  Word  problems:  arm,  gown,  us, 
babies,  their,  geese,  cunning,  feathery,  waddle. 


farm 
arm 


down 
gown 


just 
us 


baby     I  they 
babies      their 


goose 
geese 


cutting 
cunning 


h  ea  d     other 
f   ea  ther  y 

feathery 


wash     candle 

wad  die 

waddle 


(6)  Words   containing   known   phonic   elements   only: 
given,  storij,  till,  asleep,  leap,  more,  before,  pond. 
(c)  Unphonetic  sight  word:  heard. 

Note.  —  The  material  under  {a),  (6),  and  (c)  is  placed 
here  for  the  convenience  of  the  teacher.  With  most  classes 
it  will  not  be  found  necessary  to  spend  much,  if  any,  time  in 
the  development  of  these  new  words.  The  teacher  is  ad- 
vised to  proceed  at  once  to  the  work  laid  down  under  the 
next  heading. 

203 


(d)  Picture  study.  Let  the  children  study  the  pictures. 
Let  them  identify  the  various  animals.  Lead  them  to 
note  that  the  little  boy  in  the  first  picture  is  ready  for  bed. 
"What  time  is  it,  then?  What  are  the  animals  coming  in 
for?  Is  it  not  about  bedtime  for  the  dog,  geese,  chickens, 
etc.?"  They  have  on  their  nightgowns.  "What  kind 
of  nightgown  has  the  little  dog?  (See  text,  page  55.) 
What  kinds  of  nightgowns  have  the  other  animals? 
(See  text.)  The  little  dog  went  trot,  trot,  when  he  came 
in.     How  did  the  kittens  come?     The  rabbits?"  etc. 

2.  The  Reading  Lesson.  Let  the  children  read  each 
section  of  the  story  silently,  asking  for  the  words  which 
they  cannot  make  out  phonically  or  from  the  context. 
Having  worked  through  all  the  sections  silently,  let  them 
read  the  whole  story  as  rapidly  and  as  continuously  as 
possible. 

3.  Phrase  Drill. 

all  ready  for  bed  just  in  time 

to  Baby  Ray  as  still  as  still  could  be 

in  his  mother's  arms  with  a  leap 

went  to  sleep  go  to  bed 

to  this  story  very  softly 

4.  Phonics. 

(a)  Study  the  foot  lists  on  page  6L 


sp 

si 

sk 

sh 

y 

spy 

sly 

skip 

shook 

spy 

spot 

slip 

sky 

ship 

sly 

spin 

slap 

skin 

shy 

sky 

spark 

sUng 

skill 
204 

shark 

shy 

(6)  Word  building  and  Word  problems: 


feather 

leather 

weather 

sister 
Mister 
blister 

cackle 

crackle 

tackle 

fluff 

uff 

muff 

buff 
puff 
huff 

stuff 
snuff 
bluff 

Phonograms  developed:  sp,  si,  sk,  uff. 
(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   33.     FIRST   READER,  PAGES  62,  63 
If  You  Want  Any  Dinner 

1.   Preparation. 

(a)  Word  problem:  squeal. 


quick 
squeal 


(6)  Words  containing  known  phonic  elements  only: 
meal,  sad,  forlorn,  snug,  dinner,  patch,  fine. 

(c)  Picture  study.  Study  the  pictures  and  the  text 
together.  The  children  will  discover  from  the  picture 
what  each  chick  wanted.  Let  them  discover  from  the 
text  the  name  of  each. 

2.  The  Reading  Lesson.  Read  each  stanza  silently, 
then  aloud.  Call  attention  to  the  title.  This  may  give 
rise  to  some  discussion  of  the  main  point.     Encourage  the 

205 


children  to  express  themselves  freely.  "If  chickens  want 
any  dinner  they  must  scratch,  scratch,  scratch.  What 
must  people  do?  " 

3.  Phrase  Drill.     Work  over  the  selection  to  secure  the 
proper  phrasing. 

4.  Phonics. 

(a)  Study  the  foot  lists  on  page  63. 


red 

fed 

led 

bed 

e 

pet 

hen 

nest 

sell 

g 

(6)  Word  building: 


girl 

bird 

birth 

fir 

whirl 

third 

mirth 

sir 

skirt 

stir 

first 

ir 

good 

dog 

gate 

dug 

grain 

grade 

grew 

give 

snug 

gum 

lug 

grin 

grill 

grope 

got 

bug 

game 

plug 

grip 

grit 

graft 

g 

g 

gap 

drug 

grant 

gram 

greet 

Phonograms  developed:  e,  ir,  g,  gr. 
(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


206 


.     LESSON   34.     FIRST   READER,  PAGES  64-66 
The  Gray  Brothers  and  the  Gruff  Goblin 

1.   Preparation. 

(a)  Words  containing  known  phonic  elements  only: 
same,  small,  gruff,  trip,  trap,  trop. 

(6)  Sight  words:  goat,  bridge,  young. 

(c)  Word  problems  and  Word  building:  together,  river, 
goblin,  voice,  great,  roar. 


get  mother 
to  ge          ther 
together 

giver 
river 

gobble 
goblin 

goat 

r  oa  r 

roar 

visit  boil  dance  great 
V  oi  ce 

voice 


(d)  Picture  study.     Study  the  picture,  page  64. 

(e)  Reading  from  the  blackboard. 


under  the  bridge 
on  the  bridge 
across  the  bridge 
over  the  bridge 
into  the  water 
just  behind 
just  before 
across  the  river 


over  the  river 
over  the  water 
above  the  water 
to  eat  good  grass 
Billy  Gray 
httle  Billy  Gray 
big  Billy  Gray 
great  big  Billy  Gray 


2.  The  Reading  Lesson.     Read  pages  64,  65,  and  66. 

3.  Phonics. 

(a)  Study  the  foot  Usts,  pages  64  and  65. 

207 


(64) 

small 

smaller 

smallest 

big 

big  ger 
big  gest 

fat 

fat  ter 
fat  test 

(65) 

old 

old  er 
old  est 

sick 
sick  er 
sick  est 

quick 
quick  er 
quick  est 

(b)  Word  building  and  Word  problems: 

bridge 
ridge 

river 
shiver 

liver 
sliver 

voice 
choice 

goat 
boat 

float 
load 

road 
toad 

oa 

Phonograms  developed:  er,  oa. 

(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   35.     FIRST   READER,  PAGES  67-69 
The  Gray  Brothers  and  the  Gruff  Goblin    (Continued) 

1.   Preparation. 

(a)  Words   containing   only   known   phonic   elements: 
tramp,  brave,  grew. 

(b)  Word  building  and  Word   problems:    grow,  growl, 
meadow,  strong. 


blow 

now 

ready 

to-morrow 

grow 

owl 

m  ead 

ow 

growl 

meadow 

long 
strong 


208 


(c)  Picture  study.     Study  the  picture,  page  68. 

2.  Reading  Lesson.     Read  pages  67,  68,  69. 

3.  Dramatization.  Let  the  children  tell  the  story, 
helping  themselves  from  the  book  if  necessary.  This  story 
furnishes  an  excellent  opportunity  for  training  in  expres- 
sion. Encourage  the  children  to  give  as  dramatic  a  ren- 
dering as  possible.  The  gruff  goblin  has  a  deep  gruff  voice 
of  course;  and  great  big  Billy  Gray  has  a  great  big  voice. 
Let  the  children  dramatize  the  story. 

4.  Phonics. 

(a)  Study  the  foot  lists,  pages  67,  68,  69. 


roar 

roared 

growl 

growled 

roll 

rolled 

(68) 
call 

(69) 

called 

tramp 

trip 

tramp 

trick 

track 

tree 

try 

tray 

trill 

train 

green 

grass 

grind 

ground 

grunt 

grow 

gray 

gruff 

growl 

grew 

(6)  Word  building: 


or 

morn 

north 

born 

lord 

nor 

corn 

short 

form 

order 

for 

horn 

snort 

storm 

border 

Phonograms  developed:   ed  {=d),  or. 
(c)  Seat  work.     Word  building  with  familiar   phono- 
grams. 

209 


LESSON  36.     FIRST  READER,  PAGES  70,  71 
Jumbo's  Trunk 

1.   Preparation. 

(a)  Words  containing  known  phonic  elements  only: 
thick,  short,  ear,  fan,  flap,  neck,  an,  always. 

(6)  Sight  words:  elephant,  carry.  (Picture  and  con- 
text.) 

(c)  Word  building  and  Word  problems:  squirm,  front, 
trunk. 


squeal 
squirm 

wonder 
front 

drank 
drunk 
trunk 

(d)  Picture  study.     Study  the  picture,  page  70. 

2.  The  Reading  Lesson.     Read  pages  70  and  7L 

3.  Phonics. 

(a)  Study  the  foot  hsts,  page  71. 


thick 

thin 

th 

thing 
think 
th 

thank 

thought 

th 

song             strong             long 

dong            ong 

(6)  Word  building: 

three 
threw 

throw 
thaw 

thill 
thug 

thump 
thunder 

tongs 
prongs 

belong 
thong 

210 


Phonograms  developed:  th,  ong. 

(c)  Enunciation.  Th  has  two  sounds,  one  with  breath, 
one  with  voice.  For  both  sounds  the  position  is  the  same 
—  tip  of  tongue  between  teeth.  Th  is  a  continuous,  not 
an  explosive  sound.  If  the  children  say  d  for  th,  have  them 
prolong  the  sound.  If  they  say  breath  th  for  voice  th,  prac- 
tice them  in  humming  while  they  make  the  sound. 

Some  children  substitute  f  or  v  for  th.  To  remedy  this 
defect  hold  down  the  under  lip  so  as  to  expose  the  lower 
teeth;  then  tell  the  child  to  bite  the  tip  of  his  tongue 
and  blow.  Repeat  until  the  correct  utterance  is  secured. 
Then  practice  upon  this,  thin,  think,  thank,  these,  them,  etc. 

(d)  Seat  work.  Word  building  with  familiar  phono- 
grams. 


LESSON   37.     FIRST   READER,  PAGES  72,  73 
Jumbo's  Trunk     (Continued) 

1.  Preparation. 

(a)  Words   containing   known   phonic   elements   only: 
feet,  began,  himself,  best,  smell,  thirsty,  keeper. 
(6)  Sight  word:  use. 

(c)  Word  problems:   mouse,  mouth. 

(d)  Picture  study.     Study  the  picture,  page  72. 

2.  The  Reading  Lesson.     Read  pages  72  and  73. 

3.  Review.     Read  the  piece  through  from  the  begin- 
ning. 

4.  Phonics. 

211 


(a)  Study  the  foot  list,  page  73. 
well  tell  bell 

(b)  Word  building: 


smell 


think 

thank 

trunk 

drink 

drank 

drunk 

sink 

sank 

sunk 

link 

lank 

bunk 

chink 

plank 

chunk 

wink 

crank 

plunk 

ink 

ank 

unk 

Phonograms  developed:  ank,  unk. 

(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   38.     FIRST   READER,  PAGES  74,  75 

One  Good  Trick 

1.  Preparation. 

(a)  Words  containing  known  phonic  elements  only: 
hear,  safe,  hundred. 

(6)  Picture  study.  Study  the  pictures  on  pages  74 
and  75. 

2.  The  Reading  Lesson.  Read  pages  74  and  75. 
This  selection  furnishes  an  excellent  opportunity  for 
training  in  expression.  Let  the  teacher  make  the  most  of 
the  opportunity. 

3.  Dramatization.     Let    the    children    dramatize    the 

212 


story.     Mrs.  Cat  may  just  ''pretend"  that  she  has  cHmbed 
a  tree. 

4.   Phonics. 

(a)  Word  building: 


tail 

hear 

feed 

goat 

nail 

near 

need 

boat 

fail 

fear 

bleed 

bloat 

sail 

clear 

greed 

groat 

Phonogram  developed:  ai. 

From  the  above  examples  develop  the  rule:  When  two 
girl  letters  (vowels)  stand  together,  only  the  first  one 
speaks  to  us.  The  second  one  does  not  speak  to  us  but 
she  tells  the  first  to  say  her  name. 

But  this  is  not  always  so.  Sometimes  the  first  girl 
doesn't  mind  what  the  second  one  says.  She  doesn't 
want  to  say  her  name,  so  she  says  something  else.  E.g. 
bread,  feather,  ready.  When  this  happens  we  just  have  to 
learn  what  the  letters  say  or  find  out  what  the  word  is 
from  the  meaning.  (Apply  the  above  rule  wherever  pos- 
sible;  the  exceptions  are  really  not  very  numerous.) 

(6)  Seat  work.     Build  words  with  ai,  ea,  oa,  as  bases. 

6.   Phrase  Drill. 

Who  Said  It? 

Please  come  as  quickly  as  you  can, 

I  must  go  in  my  automobile. 

Please  pay  my  bill. 

I  just  had  to  hurt  her. 

Now  listen,  now  hark. 

That  is  not  a  rat. 

0  come  right  in. 

213 


I  spy  tracks. 

I  will  catch  her  in  a  bag. 

I  have  to  work. 

Come,  sisters. 

Who  are  you  and  where  are  you  going? 


LESSON   39.     FIRST  READER,  PAGE  76 

Fanny's  Doves 
1.   Preparation. 

(a)  Words   containing   only   known  phonic   elements: 
around,  flutter,  cream. 

(6)  Word  problems:  dove,  quite. 


love 
dove 


quick 
quite 


(c)  Picture  study  and  conversation.  Talk  about  doves 
(or  tame  pigeons),  where  they  live,  what  they  eat,  what 
they  say,  how  they  sometimes  carry  letters.  Teach  the 
names  (all  phonic),  read  the  piece  through  to  the  children 
several  times.  The  rhythm  is  new  to  them  and  should  be 
brought  out  clearly.  Let  the  best  readers  read  the  whole 
piece,  after  them  the  others. 

2.  Rhyme  Study.  Let  the  children  memorize  and  re- 
peat the  rhyme. 

3.  Phonics. 

(a)  Study  the  foot  lists  on  page  76. 

down  cream  polite  flutter 

brown  dream  quite  butter 

(6)  Seat  work.  Word  building  with  familiar  phono- 
grams. 

214 


LESSON   40.     FIRST   READER,  PAGE  77 
Formal  Phonics,  C,  K,  Ub 

(a)  Treat   the  material   on   this    page   as   directed   in 
previous  similar  lessons. 
(6)  Word  building: 


rabbit 

web 

bib 

Bob 

cub 

dab 

pebble 

fib 

cob 

rub 

stab 

Deb 

rib 

snob 

stub 

slab 

Webster 

crib 

slobber 

grub 

grab 

treble 

nib 

mob 

scrub 

bad 
shad 

bed 
shed 

bid 
shd 

body 
shod 

bud 
mud 

(c)  Enunciation. 

Note  that  A;  is  a  whispered  sound  like  t  and  p.     Keep 
the  tip  of  the  tongue  low  and  keep  it  still. 

(d)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   4L     FIRST   READER,  PAGE  78 
Making  the  Garden 

1.   Preparation. 

(a)  Words   containing  known   phonic   elements   only: 
hean,  beet,  rake,  spade,  spaded. 

215 


(6)  Picture  study  and  conversation. 

In  the  conversation  about  the  picture  bring  up  the  new 
names  and  place  them  upon  the  board.  Let  the  children 
find  them  in  the  text.  Lead  the  children  to  notice  and 
name  the  tools. 

Edward        Hazel        Miriam        Ellen        Jamie 

2.  The  Reading  Lesson.     Read  page  78. 

3.  Phonics. 

(a)  Word  building. 


quack 

quid 

quit 

queer 
queen 
quill 

quite 
quick 
quilt 

quail 

quake 

qu 

Phonogram  developed :  qu  (pronounced  koo  —  not  pro- 
longed). 

{h)  Seat  work.  Word  building  with  familiar  phono- 
grams. 


LESSON  42.     FIRST  READER,  PAGE  80 
At  the  Seaside 

1.   Preparation. 

(a)  Words   containing   known   phonic   elements   only: 
wooden,  empty,  sea. 

(b)  Picture  study.     Use  the  picture  as  a  basis  for  a 
language  lesson. 

216 


"How  many  children  have  ever  been  at  the  seaside? 
What  did  you  do  there?"  etc. 

2.  Rhyme    Study.     Study,    read    and    memorize    the 
rhyme  as  directed  in  previous  lessons. 

3.  Phonics,     (a)  Study  the  foot  lists  on  page  80. 


hid 
hidden 


give 
given 


wood 
wooden 


(6)  From  the  pairs  given  below  develop  the  series : 


Phonograms  developed:  He,  ike,  ine,  ime. 
Drill  on  the  function  of  final  e  silent, 
(c)  Seat  work. 


id 
ide 

ill 
ile 

ick 
ike 

in 
ine 

im 
ime 

it 
ite 

hid 
hide 

mill 
mile 

hck 
Uke 

pin 
pine 

Tim 

time 

bit 
bite 

(c)  Word  building : 

wide 
file 
white 

ripe 

pile 

ride 

lime 
pride 
hfe 

brine 
tribe 
spike 

wine       ' 
smile 
slime 

at 


am 


en 


it 


ot 


From  these  phonograms,  by  the  use  of  e  and  a  and  other 
familiar  phonograms,  let  the  children  build  words  in  which 
the  ''girl"  letters  say  their  names  (late,  name,  seen,  meat, 
bite,  note,  etc.). 


217 


LESSON   43.     FIRST   READER,   PAGE   81 
Don't  You  Think  You  Ought  to  Help? 

1.  Preparation. 

(a)  Words  containing  known  phonic  elements  only: 
ought,  mind,  tall,  weak. 

(6)  Word  study.     Study  the  foot  lists  on  page  81. 

young  younger  youngest 

strong  stronger  strongest 

Have  the  children  pick  out  all  the  ''est"  words.  Prac- 
tice upon  these  words  till  they  slip  off  the  children's  tongues 
easily. 

2.  Rhyme  Study.  Study  the  rhyme.  It  will  add 
greatly  to  the  interest  of  the  children  if  the  teacher  will 
draw  a  "  Goop  "  on  the  board.  They  are  extremely  easy  to 
draw  and  very  amusing  to  children.  Do  not  have  the 
rhyme  read  aloud  until  the  children  are  familiar  with  the 
thought  and  the  language.  Then  let  some  of  the  brighter 
children  read  the  whole  selection  aloud;  after  them  the 
others.  Suggest  to  the  children  that  they  learn  the  piece 
by  heart;  do  not  maA;e  them  learn  it.  The  next  day  invite 
them  to  recite  it.  Return  to  it  every  few  days  for  the 
rest  of  the  term.  Many  teachers  find  the  "Goop"  books 
useful  for  disciplinary  purposes  and  make  "Goop"  a  house- 
hold word  in  their  classrooms. 

3.  Phonics. 

(a)  Word  building:   (Preparatory  for  the  next  lesson.) 

218 


moon 

coop 

nice 

trace 

lace 

bite 

loon 

Goop 

rice 

grace 

place 

polite 

loop 

stoop 

race 

disgrace 

pace 

head 

sloop 

troop 

face 

brace 

space 

instead 

Phonograms  developed :   ooy,  ace. 

(6)  Enunciation.  Correction  of  speech  defects:  Do 
not  let  the  children  say  strong  er.  See  that  they  pro- 
nounce the  n  like  ng  and  the  g  hard.  So  in  all  similar 
words. 

(c)  Seat  work.  Word  building  with  familiar  phono- 
grams. 


LESSON   44.     FIRST   READER,   PAGE   82 
Goop!   Goop!   Goop! 

1.  Rhyme   Study.     For  treatment  of  this  rhyme  see 
lesson  42.     Teach  the  new  words  with  the  rhyme. 

2.  Phonics. 

(a)  Study  the  foot  lists  on  page  82. 


I.    Taking  Apart. 


go 

g   0 

bag 
b  ag 

big             dog 
b  ig           d  og 

dug 
d  ug 

II. 

Putting   Together 

ay 
gay 

ag 
hag 

ig               og 
dig              fog 

219 

ug 
bug 

rag 

leg 

rig 

bog 

hug 

drag 

peg 

fig 

log 

mug 

brag 

keg 

brig 

clog 

lug 

stag 

beg 

prig 

flog 

plug 

swag 

dregs 

sprig 

frog 

slug 

Phonograms  developed :  ag,  eg,  ig,  og. 

Call  attention  to  the  sounds  of  the  short  vowels. 

(c)  Enunciation. 

Note.  —  The  sound  of  o  in  dog,  across,  cost  and  similar 
Words  is  not  quite  the  sound  of  o  in  not,  odd.  It  lies  between 
aw  and  a  (in  obey).  In  pronouncing  dog,  therefore,  avoid 
dawg  and  dahg.  So  with  across  and  cost.  (See  Webster's 
International  Dictionary.) 

(d)  Seat  work.     Build  words  with  familiar  phonograms. 


LESSON   45.     FIRST   READER,   PAGE   83 

Our  Helpers 

1.  Preparation. 

(a)  Words  containing  known  phonic  elements  only: 
post,  letter,  street. 

(b)  policeman.  Written  thus,  this  word  will  cause  no 
trouble.  If  children  pronounce  it  with  a  long  i  they  will 
readily  see  their  mistake  and  correct  it.  For  the  sound  of 
the  0  refer  to  polite.     (Lesson  44.) 

2.  The    Reading    Lesson.      Let    the    children    work 

220 


through  the  page  silently,  answering  aloud  the  questions 
asked.  Then  let  one  child  read  the  questions  and  call 
upon  others  to  read  the  answers. 

After  the  reading,  let  the  children  discuss  the  question, 
"Who  are  our  helpers?"  Bring  out  the  point,  which  may 
be  new  to  the  children  —  but  not  entirely  new  after  "  Who 
brings  the  milk?  "  (See  Primer,  page  65)  —  that  a  good 
many  people  are  doing  things  for  us  every  day. 

3.   Phonics. 

(a)  Drill  on  the  short  vowels. 


had 

bed 

hd 

got 

but 

bad 

bet 

hid 

hot 

bud 

bat 

let 

hit 

spot 

cud 

rat 

get 

sit 

shot 

mud 

Read  by  columns  for  drill  on  the  short  sound  of  each 
vowel. 

Read  by  lines  that  the  children  may  become  familiar 
with  the  different  sounds  of  these  short  vowels.  This  drill 
should  be  repeated  at  frequent  intervals. 

(6)  Seat  work.     Build  words  with  familiar  phonograms. 


LESSON  46.     FIRST   READER,  PAGE  84 

Letteks 

1.  Preparation.  Let  the  children  study  the  picture. 
"What  is  that  man  giving  to  the  girl?  What  is  the  girl's 
name?     (Find  it  in  the  rhyme.)     Who  are  those  people 

221 


looking  out  of  the  window?  How  many  letters  are  for 
papa?  (rhyme)  How  many  for  mamma?  (rhyme)  How 
many  for  Lou?  How  many  is  that  in  all?  Who  doesn't 
get  any  letters?     What   time  is  it?" 

2.  The  Reading  Lesson.  Let  the  children  study  the 
rhyme  and  then  read  it.  Encourage  them  to  memorize  it. 
It  is  very  easy. 

3.  Phonics. 

(a)  Study  the  foot  lists. 


know 
knock 


better 
letter 


clock 
flock 


block 
frock 


(6)  Study  this  series. 


lack 

speck 

lick 

lock 

luck 

rack 

peck 

rick 

rock 

tuck 

stack 

neck 

pick 

clock 

cluck 

crack 

deck 

click 

block 

truck 

ack 

eck 

ick 

ock 

uck 

Read  by  columns  and  by  lines.  Call  attention  to  the 
short  vowels. 

(c)  Seat  work.  Build  words  with  the  phonograms  ack, 
eck,  ick,  ock,  uck. 


222 


LESSON   47.     FIRST   READER,  PAGES  85,  86 
The  Fire 

1.  The  Reading  Lesson.  Call  attention  briefly  to  the 
picture;  then  attack  the  reading  directly.  Let  the  chil- 
dren study  silently  three  or  four  of  the  sentences  and  signify 
their  readiness  to  read  by  standing.  Then  let  them  read 
the  sentences  prepared.  Read  the  lesson  through  in  this 
manner. 

Let  the  children  get  the  new  words  from  the  context. 
If  they  experience  any  difficulty  with  a  word,  tell  them 
what  the  word  is.  Let  the  reading  progress  as  rapidly  as 
is  consistent  with  good  work.  If  they  say  engine  for 
engine,  tell  them  that  people  used  to  call  it  engine,  but  now 
we  say  engine. 

2.  Story-Telling.  Talk  over  the  story  with  the  chil- 
dren. Lead  them  to  see  that  what  they  have  read  is  said 
by  some  boy  who  really  saw  the  fire.  Then  let  them 
retell  the  story  in  their  own  words,  just  as  the  boy  who 
saw  it  might  tell  it.     "Once  I  saw  a  fire  engine,"  etc. 

3.  Phonics. 

(a)  From  house,  out,  ground,  etc.,  develop  ou. 
From  how,  cow,  now,  etc.,  develop  ow. 
Call  attention  to  the  identity  of  sound. 
(6)  Word    building.     Build    words    with    these    new 
phonic  elements. 


223 


out 

bounce 

mount 

bow 

owl 

ouch 

pounce 

loud 

brow 

fowl 

pouch 

pound 

proud 

brown 

howl 

slouch 

sound 

cloud 

town 

growl 

couch 

south 

sour 

down 

prowl 

grouch 

mouth 

our 

drown 

town 

(c)  Enunciation.  Let  the  children  observe  that  ow  has 
two  pronunciations,  as  in  snow  and  as  in  now.  How  are 
we  to  know  when  to  use  the  one  and  when  to  use  the 
other?  In  two  ways:  (1)  The  word  doesn't  sound  right 
if  we  use  the  wrong  sound;  and  (2)  it  doesn't  make  the 
right  sense.  For  example,  in  the  sentence  ''I  know  you," 
if  we  pronounce  the  know  like  now,  it  doesn't  sound  right 
or  make  sense.  Grown  people  learn  to  tell  which  sound 
to  use  by  finding  which  sound  fits  best.  That  is  just  what 
children  must  learn,  too. 


LESSON   48.     FIRST   READER,  PAGES  88,  89 
Tim  and  Spot  at  the  Blacksmith's  Shop 

1.   Preparation. 

(a)  Thought  development.  (Before  beginning  this  les- 
son note  that  pages  88,  89,  90,  91,  and  92  form  a  lesson  unit. 
Make  your  preparation  accordingly.) 

Be  sure  that  the  children  understand  just  what  the 
blacksmith  does  and  why  he  does  it.  The  best  way  to  do 
this  is  to  take  them  to  a  blacksmith's  shop;  or  if  this  is 
not  feasible,  recall  previous  visits.     If  none  of  the  children 

224 


have  ever  visited  a  blacksmith's  shop,  use  the  pictures  and 
do  the  best  you  can.  The  pony  has  to  be  shod  because  he 
has  horn-hke  hoofs  which  will  break  when  he  walks  or  runs 
over  hard  stones  or  pavements.  If  his  hoofs  break  he  will 
go  lame.  To  prevent  this  the  blacksmith  puts  iron  shoes 
on  his  feet.  Show  a  horseshoe.  Look  at  the  picture. 
''What  is  that  boy's  name?  (Text,  page  89.)  What  is 
the  pony's  name?  (Text,  page  88.)  What  has  Tim 
brought  Spot  to  the  blacksmith's  shop  for."  Place  on  the 
blackboard : 

Shoe  the  old  horse. 
Shoe  the  old  mare. 
But  let  the  little  colt  go  bare. 

Let  the  children  read  this  rhyme;  it  contains  three  of  the 
new  words.  No  further  preparation  for  the  new  words 
will  be  necessary. 

2.  The  Reading  Lesson.     Read  pages  88  and  89  in 
dialogue  form. 

3.  Phonics. 

(a)  Study  the  word  lists  on  pages  88  and  89. 


(88) 

can 

man 

fan 

ran 

a 

bad 

nag 

black 

(89) 

thank 

a 

dig 
in 

fig 
it 

big 
him 

pig 
hill 

i 

sleepy 

silky 

dolly 

pony 

y 

Note  that  y  = 

=  1. 

225 

bare 

fare 

pare 

stare 

care 

hare 

spare 

share 

dare 

mare 

rare 

ware 

Phonogram  developed:   a,  i,  y  are. 

4.  Dramatization.  Act  the  scene  between  Tim  and 
the  blacksmith.  A  chair  may  serve  for  the  pony.  See 
that  the  reluctance  of  the  blacksmith  to  shoe  the  'pony'  is 
brought  out  in  his  intonation :  ' '  Shoe  a  little  nag  like  him? 
Why,  he  is  only  a  colt!" 


LESSON   49.     FIRST   READER,  PAGES  90,  91 

How  THE  Blacksmith  Shoes  the  Pony 

1.   Preparation. 

(a)  Thought  development.  Show  the  horseshoe  again. 
Note  the  calks  and  the  nail  holes.  ''What  are  they  for?" 
Note  also  its  shape.  "How  does  the  blacksmith  make  it 
fit?"  Study  the  picture.  Note  that  the  blacksmith's 
assistant  is  holding  a  bar  of  iron  in  the  fire.  ' '  What  makes 
the  fire  blaze  up  so?"  Put  bellows  on  the  blackboard. 
"When  the  iron  is  red-hot,  what  does  he  do?"  etc.,  etc. 
Note  that  this  lesson  describes  exactly  what  the  black- 
smith does.  Note  the  four  couplets  which  imitate  the 
sounds  he  makes  and  the  sounds  of  the  pony  hoofs.  Put 
these  on  the  board,  and  as  you  come  to  them,  study  them 

226 


until  the  children  can  read  them.     If  they  seem  difficult, 
the  teacher  may  read  them  or  they  may  be  omitted. 

(6)  Word  development.  The  new  words  in  this  lesson 
should  need  no  special  preparation. 

2.  The  Reading  Lesson.  Read  pages  90  and  91.  This 
scene  may  be  dramatized  at  the  discretion  of  the  teacher. 

3.  Rhyme  Study.  Read  the  rhyme  on  page  92.  Treat 
this  rhyme  as  a  tail  piece  to  ''How  the  Blacksmith  Shoes 
the  Pony."  Tim  and  Spot  are  on  their  way  home.  Spot 
has  new  shoes  on  and  he  feels  frisky.  Note  that  whoa 
rhymes  with  go.  Do  not  make  the  children  memorize  this 
rhyme.  Many  of  them  will  probably  do  so  without  com- 
pulsion.    From  time  to  time  let  those  who  know  it  recite  it. 

4.  Phonics. 

(a)  Word  building.  Phonograms  developed:  Silent  b 
and  silent  k. 


lamb 

limb 

climb 

dumb 
thumb 
crumb 

know 
knife 
knee 

knew 

knot 

knit 

(6)  Seat  work.     Word  building  with  famiUar  phono- 
grams. 


227 


LESSON   50.     FIRST   READER,  PAGES  93,  94 
Going  to  Grandmother's 

1.   Preparation. 

(a)  Word    building    and    Word    problems:     country, 
through,  sleigh. 


country 

through 

neighbor 
sleigh 

(6)  Words  containing  known  phonic  elements  only: 
boat,  merry,  aboard. 

(c)  Sight  words:  (context)  jingle,  hurrah. 

(d)  Thought  development.  Sing  or  read  ''Over  the 
River  and  Through  the  Wood."  For  the  words  see  Horace 
Mann  Second  Reader,  page  71.  For  the  music  see  almost 
any  of  the  song  books  used  in  school. 

Let  any  of  the  children  who  have  ever  made  a  journey, 
either  from  the  city  to  the  country  or  from  the  country  to 
the  city,  recall  and  talk  over  their  experiences.  Hold  them 
to  an  orderly  sequence  of  events;  the  ride  on  the  trolley 
car;  on  the  steam  cars  or  boat;  on  a  country  stage,  wagon 
or  sleigh,  or  the  reverse.     Study  the  picture. 

2.  The  Reading  Lesson.     Read  pages  93  and  94. 

3.  Phonics. 

(a)  Study  the  foot  list  on  page  94 

Jack  Jill  jingle  ja  June  J  j 

228 


(6)  Word  building; 


boat 

float 

throat 


sleigh 
weigh 
weight 


jingle 
single 
tingle 


dingle 
mingle 
shingle 


merry 

berry 

cherry 


Phonograms  developed:   eigh,  ingle,  erry,  J. 
(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   51.     FIRST   READER,  PAGES  95,  99 
The  Teeny-Tiny  Boy  and  the  Bird's  Egg 

1.  Preparation.  Thought  development.  Study  the 
four  pictures.  Let  the  children  find  out  from  the  text 
and  the  pictures  where  the  little  boy  went,  what  he  did, 
what  happened  when  he  was  in  bed,  and  what  he  did 
with    the   egg   at  last. 

2.  The  Reading  Lesson.  Let  the  children  read  the 
story.  If  they  are  troubled  by  any  of  the  new  words  give 
them  the  word  and  let  them  read  on.  See  that  they  iden- 
tify in  the  pictures  all  the  objects  mentioned  in  the  text, 
not  omitting  the  brook. 

3.  Dramatization.  Dramatize  the  story.  Let  the  chil- 
dren improvise  their  own  arrangements.  A  couple  of 
chairs  may  be  made  to  serve  for  a  bed,  and  a  boy  hidden 
under  the  teacher's  desk  may  cry  out  in  a  sepulchral  voice, 
** Bring  back,"  etc. 

4.  Phonics. 

229 


(a)  Word  building:  (Review.) 


gate 
slate 
state 

gave 
wave 
brave 

sweep 

swell 

swing 

rest 
nest 
west 

new 

flew 

threw 

when 
what 
where 

(6)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   52.     FIRST  READER,  PAGE  100 
Singing 

1.  Rhyme  Study.  Study,  read  and  memorize  the 
rhyme  as  directed  in  previous  lessons.  Note  the  inversion 
in  line  1  and  be  sure  that  the  children  understand  that  the 
''Birdie  sings  of  speckled  eggs  and  nests." 

2.  Phonics. 

(a)  From  fox,  hox,  ox,  develop  x. 
(6)  Word  building: 


ax 

Rex 

six 

fox 

tax 

next 

mix 

rocks 

ducks 

tacks 

pecks 

licks 

clocks 

clacks 

sacks 

decks 

bricks 

blocks 

trucks 

Lead  the  children  to  observe  that  x  equals  cks. 
Phonograms  developed:  x  and  cks. 
Build  words  with  ang,  eng,  ing,  ong,  ung. 


hanging      length 


singing      longing, 
230 


hunger,  etc. 


Train  the  children,  if  necessary,  to  avoid  the  addition 
of  superfluous  gf  or  A;  in  these  words,  e.g.,  singking,  singging, 
or  singkingk. 

To  counteract  this  tendency  some  or  all  of  the  following 
exercises  will  be  useful: 

(a)  Prolong  the  sound  indefinitely;  (6)  keep  the  vocal 
organs  in  the  same  position  from  beginning  to  the  end  of 
the  ng  sound;  (c)  avoid  the  explosive  sound  oi  k  ov  g] 
(d)  practice  sounding  words  containing  ng;  (e)  practice 
reading  passages  containing  such  words;  (/)  practice  using 
such  words  in  oral  speech;  (g)  practice  adding  k  to  ang,  ing, 
etc.;    (h)  practice  dropping  k,  g,  from  ank,  ink,  ang-g,  etc. 


LESSON   53.     FIRST   READER,  PAGE  101 
The  Swing 

1.  Rhyme  Study.  Prepare  carefully  before  reading, 
for  ideas  (mental  pictures),  words  and  phrases.  Do  not 
call  for  the  oral  reading  of  a  stanza  till  the  children  are 
prepared  to  read  rhythmically.  At  first  each  line  may  be 
phrased  thus: 

How  do  you  like  to  go  up  in  a  swing, 

Up  in  the  air  so  blue? 

Oh  I  do  think  it  the  pleasantest  thing 

Ever  a  child  can  do! 

Each  phrase  should  be  delivered  with  one  impulse  of 
the  voice  and  as  a  unit. 

231 


Work  on  this  poem  may  be  continued  during  the  read- 
ing of  the  prose  pieces  on  pages  110,  141. 
2.    Phonics. 

(a)  Study  the  foot  Usts. 


side 
wide 


down 
brown 


swing 
swell 


wink 
think 


(6)  Word  building : 


very 

vat 

van 

verb 

vine 

gave 

ever 

voice 

vex 

vane 

verse 

vote 

save 

never 

visit 

vest 

vine 

violin 

violet 

brave 

seven 

V 

vast 

veal 

velvet 

vowel 

slave 

eleven 

Phonogram  developed:  v. 


LESSON   54.     FIRST  READER,  PAGES  102,  103 
^^  More  Telegrams 

V.   The  Reading  Lesson.     Read  pages   102  and   103. 
For  treatment  of  this  lesson  see  Lesson  30. 
2.   Phonics. 

(a)  Study  the  foot  lists. 


(102) 


not 
fox 

hot 
hop 

pot 
on 

got 
drop 

6 
6 

232 


(103) 


us 

cut 

cub 

tub 

u 

use 

cute 

cube 

tube 

u 

very 

voice 

visit 

vail 

V 

have 

give 

alive 

five 

V 

box 

fox 

ox 

SIX 

X 

quick 

quite 

quack 

quill 

q 

year 

yap 

yet 

yell 

y 

sizzle 

dizzy 

buzz 

fuzz 

z 

Phonograms  developed:  o,  u,  u,  q,  y,  z. 
(b)  Word  building: 


yard 
yarn 
yawn 

year 
yelp 
yoke 

yak 
yes 
yeast 

hub 

rub 

club 

stub 

nut 

shut 

LESSON   55.     FIRST   READER,  PAGE  104 
My  Shadow 

1.  Preparation.  Let  the  children  talk  about  shadow's. 
"When  do  we  see  them?  Are  they  always  the  same  ze? 
What  makes  them?"  etc.  Study  the  picture.  See  chat 
the  children  notice  the  candle.  "Why  is  it  placed  just  so? 
(There  is  a  shadow  game  in  which  I  see  if  I  cannot  tag 
your  shadow  with  my  shadow;  and  you  try  to  tag  my 
shadow  with  your  shadow.)  " 

2.  The  Reading  Lesson.  Study,  read  and  memorize 
poem  as  directed  in  previous  lesson. 

3.  Phonics. 

233 


lazy 
easy 

blaze 
please 

haze 
ways 

crazy 

rosy 

doze 
those 

See  that  the  children  understand  that  the  two  boy 
letters  s  and  z  often  say  the  same  thing. 

Phonogram  developed:  s  (=  z). 

(b)  Seat  work.  Word  building  with  familiar  phono- 
grams. 


LESSON   56.     FIRST   READER,  PAGE  105 

Three  Merry  Sailors 

1.  The  Reading  Lesson.  Let  the  children  work 
through  this  rhyme  silently  and  then  read  it  without 
further  preparation. 

2.  Phonics. 

(a)  Word  building: 


saw 

law 

fawn 

across 

toss 

moss 

cost 

tailor 

raw 

lawn 

dawn 

cross 

loss 

boss 

lost 

sailor 

claw 

yawn 

drawn 

Ross 

floss 

dross 

frost 

Phonograms  developed:  oss  and  ost. 

(6)  Enunciation.  For  the  sound  of  o  in  across  and  in 
cost,  see  Lesson  44. 

(c)  Seat  work.  Word  building  with  famihar  phono- 
grams. 

{d)  Alphabet  study.     Using  the  pictured  alphabet  on 

234 


page  143,  drill  the  children  upon  the  names  of  the  letters. 
Continue  this  drill  until  the  letter  names  are  firmly  fixed 
in  the  children's  minds  in  their  proper  order. 


LESSON  57.     FIRST  READER,  PAGES  106,  107, 

108,    109 

This  is  the  Great  Lion 

1.  The  Reading  Lesson.  This  is  a  review  lesson.  Let 
the  children  read  it  at  sight.  In  its  context  the  word 
animals  will  cause  no  trouble.  For  toss  see  Phonics,  Les- 
son 56.  As  the  sections  are  read  recall  the  pieces  in  the 
Primer  and  the  First  Reader  to  which  they  refer. 

After  the  reading,  the  piece  may  be  dramatized.  Let 
the  children  who  assume  various  characters  stand  in  line 
according  to  the  sequence  of  parts.  Then  let  them  read 
or  repeat  their  parts  while  each  one  performs  some  act 
corresponding  to  the  text. 

2.  Phonics.     Word  building: 


mass 

mess 

miss 

moss 

muss 

class 

Bess 

hiss 

floss 

fuss 

last 

lest 

list 

lost 

gust 

fast 

rest 

mist 

cost 

dust 

cast 

best 

fist 

frost 

must 

hairy 
fairy 

bark 
lark 

mouse 
house 

caught 
taught 

milk 
silk 

farmer 
charmer 

Phonograms  developed:   ass,  iss,  uss,  ist,  ust. 

235 


LESSON   58.     FIRST   READER,  PAGES  110-112 
Who  Threw  the  Cocoanut? 

1.  Preparation. 

(a)  Picture  study.  Study  the  picture.  Lead  the  chil- 
dren to  note  the  tree,  the  monkey,  the  cocoanut,  the  chil- 
dren and  what  they  have,  the  teacher  and  the  rod. 

This  is  a  story  that  has  come  to  us  from  the  other  side 
of  the  world  (Zanzibar,  East  Africa),  far  across  the  great 
ocean.  ''Is  it  warm  or  cold  there?"  "Yes,  it  is  warm. 
So  they  have  their  schools  out  of  doors  under  the  trees. 
(The  people  in  the  picture  are  not  negroes,  but  Arabs.)" 
It  is  easy  to  see  what  happens  to  the  poor  old  teacher. 
"Let  us  find  out  what  the  story  says  about  it." 

(b)  Let  the  children  get  the  new  words  from  the  pic- 
ture and  the  text.     The  nut  is  plainly  a  cocoanut. 

2.  The  Reading  Lesson.  Let  the  children  study  each 
paragraph  silently  and  then  read  it.  Read  the  lesson 
through. 

3.  Dramatization.  This  piece  may  easily  be  drama- 
tized, omitting  expressions  like,  "But  the  wind  said,"  and 
substituting  expressions  like,  "Wall,  did  you  throw  the 
cocoanut?"  The  children  will  readily  understand  that 
the  characters  in  this  story  are  not  arranged  accidentally, 
but  in  a  series,  each  one  having  some  power  over  the  pre- 
ceding, as  in  the  familiar  cumulative  stories,  "The  house 
that  Jack  built,"  "The  Kid,"  etc. 

4.  Rhyme  Study. 

236 


Mr.  Frog 

Read,  sing  and  memorize  the  Kindergarten  rhyme  on 
page  112.  See  that  the  children  appreciate  the  fun  —  the 
joke  —  in  this  rhyme.  For  music  see  "Small  Songs  for 
Small  Singers,"  G.  Schirmer. 

5.  Phonics. 

(a)  Word  building: 


gnaw 

gnat 

gnash 

taught 
caught 
naughty 

burn 

turn 

churn 

telephone 
elephant 

fire 
mire 
wire 

ask 

task 

mask 

throw 
threw 
three 

frighten 

lighten 

brighten 

Phonograms  developed:  g  (silent),  ph  (  = /). 
(6)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON  59.     FIRST   READER,  PAGES  113-118 

Peto  and  Pedro 

1.   Preparation. 

(a)  N'ote  to  the  teacher.  This  folk  tale  is  a  French  ' '  Old 
Woman  and  her  Pig,"  which  has  been  told  to  the  children 
of  Lorraine  for  generations.  The  names  in  the  original 
are  Poutin  and  Poutot.  This  story  differs  from  the  Eng- 
lish version  in  the  ending,  which  is  tragic.  But  the  tragedy 
might  have  been  expected.     To   make  an   unreasonable 

237 


demand,  calHng  in  a  wolf  to  enforce  it;  and  then,  when  the 
wolf  and  all  the  rest  (except  the  butcher)  have  conscien- 
tious scruples  (which  are  greatly  to  their  credit),  to  drive 
them  to  the  deed  by  a  whole  train  of  causes,  —  this  is  to 
invite  tragedy,  not  only  for  the  wrongdoer,  but  for  his 
innocent  associate;  who,  by  the  way,  was  not  entirely 
above  criticism:  for  why  should  any  one  regulate  his  eat- 
ing (or  his  accumulations)  by  his  neighbor's,  rather  than 
*by  the  needs  of  his  nature?' 

(h)  Study  the  picture.  Lead  the  children  to  note  the 
different  expressions  on  the  faces  of  the  boys  and  the  wolf, 
—  the  one  boy  speaking  earnestly  to  the  wolf,  the  wolf 
listening  attentively  and  the  other  boy  manifestly  scared. 
The  children's  curiosity  will  be  aroused;  they  will  want 
to  know  what  it  is  all  about.  ''Let  us  read  the  story 
and  see." 

2.  The  Reading  Lesson.  Let  the  children  read  the 
different  sections  silently  and  then  aloud. 

3.  Dramatization.  Let  the  children  dramatize  the 
story  as  directed  in  previous  lessons. 

4.  Phonics. 

(a)  Word  building: 


this 
these 

that 
those 

their 
them 

mother 
father 

than 
then 

there 
though 

rather 
lather 

feather 
weather 

For  instructions  as  to  the  method  of  correcting  the 
faulty  enunciation  of  th,  see  Part  II,  16,  5,  and  Part  III, 
36,  3. 

238 


Phonogram  developed:  th  (voiced)  as  in  this. 
(6)  Practice  on  the  two  sounds  of  th. 


breath 
breathe 

bath 
bathe 

thus 
both 

that 
thank 

then 
think 

those 
thin 

(c)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   60.     FIRST   READER,  PAGES  119-124 
The  Lady  Bird  and  the  Fly 

1.  Preparation. 

(a)  N^ote  to  the  teacher.  This  tale  begins  and  ends 
with  tragedy,  and  is  tragic  all  through,  —  a  fact  which 
does  not  hinder,  and  probably  explains,  its  being  a  general 
favorite  with  children.  In  contrast  with  most  other  folk 
tales,  the  actors  act  of  their  own  accord,  through  sym- 
pathy and  not  by  compulsion.  If  the  actions  are  not 
always  appropriate  to  the  case,  they  are  at  least  character- 
istic of  the  actors. 

(6)  Let  the  children  work  out  the  new  words  phon- 
ically  or  get  them  from  the  context  as  they  are  needed. 

2.  The  Reading  Lesson.     Read  at  sight  pages  119-124. 

3.  Dramatization.  This  story  may  be  dramatized  at 
the  discretion  of  the  teacher.  For  directions  see  previous 
lessons. 

4.  Rhyme  Study. 

239 


The  Wise  Old  Owl 

Read,  sing  and  memorize.  See  that  the  children  get 
the  point  of  the  joke.  For  music  see  "Small  Songs  for 
Small  Singers,"  by  G.  Schirmer. 

5.   Phonics. 

(a)  Word  building: 


catch 

latch 

match 

etch 

fetch 

stretch 

itch 

witch 

switch 

notch 
botch 
crotch 

Dutch 
clutch 
hutch 

Phonograms  developed:   atch,  etch,  itch,  otch,  utch. 
(b)  Seat  work.     Word  building  with  familiar  phono- 
grams. 


LESSON   61.     FIRST   READER,  PAGES  125-135 
The  Pancake 

1.  The  Reading  Lesson.     Read  at  sight. 

2.  Dramatization.  This  story  may  be  dramatized  in 
the  discretion  of  the  teacher.  For  directions  see  previous 
lessons. 

3.  Phonics, 

(a)  Word  building: 


stove 

rove 

drove 

cove 

clove 

throve 

cry 
cried 

dry 
dried 

try 
tried 

shy 
shied 

ply 

plied 

Phonograms  developed:  ove,  ied. 

240 


Call  attention  to  the  change  of  y  to  i. 
(6)  Begin    the   study   of   the    "phonic    chart,"    pages 
147-149. 


LESSON   62.     FIRST   READER,  PAGE  137 
Mr.  Snow  and  His  Wife 

1.  Rhyme  Study.  Study,  read,  sing,  and  memorize 
this  rhyme  as  directed  in  previous  lessons.  For  music  see 
"Song  Series,'^  Book  One,  A.  S.  Barnes  and  Co. 

2.  Phonics. 

(a)  Word  building: 


guess 
guest 


guide         I        guard 
guild         I        guilty 


guilt 
guitar 


Phonogram  developed:  gu. 

(6)  Continue  the  study  of  the  "phonic  chart." 


LESSON   63.     FIRST   READER,  PAGES  138-142 
Chanticleer 

1.  The  Reading  Lesson.     Read  the  story  at  sight. 

2.  Dramatization.     This  story  may  be  dramatized  at 
the  discretion  of  the  teacher.     See  previous  lessons. 

3.  Phonics. 

241 


(a)  Word  building: 


squirrel 

squirm 

squirt 

squeeze 

squeak 

squeal 

squat 

square 

squall 

squad 

squash 

squaw 

Phonogram  developed:  squ. 

(6)  Continue  the  study  of  the  ''phonic  chart." 


PHONIC  ELEMENTS  IN  THE   ORDER  OF 
THEIR   DEVELOPMENT 


Part  III 

1. 

Phonic  Review. 

25. 

cr. 

2. 

ess. 

26. 

ash. 

3. 

ade,  ug. 

27. 

o. 

4. 

ane. 

an         en 

in 

on 

un 

5. 

ick,  ack,  st,  op. 

at         et 

it 

ot 

ut 

6. 

ide. 

ad         ed 

id 

od 

ud 

8. 

oil,  oily. 

ap         ep 

ip 

op 

up 

9. 

sh,  ake,  ook,  eep. 

ack       eck 

ick 

ock 

uck 

10. 

wh,  bl. 

am        em 

im 

om 

um 

11. 

um,  ump,  ble,  umble 

amp      emp 

imp 

omp 

imip 

12. 

ur,  urn,  oke. 

28. 

w,  ink,  ould. 

f,  y. 

13. 

ch,  ark,  ame,  ot. 

29. 

y,  ly,  ose,  ance. 

14. 

aw,  awl. 

30. 

n,  ice,  ew. 

15. 

The  names  of  the  vowels. 

31. 

ore,  ca. 

16. 

The  function  of  final 

e  silent 

32. 

sp,  si,  sk,  uff. 

17. 

r,  ed,  un,  ain,  ing,  br, 

tr. 

33. 

6,  ir,  g,  gr. 

18. 

ast,  eck. 

34. 

er,  oa. 

19. 

est. 

35. 

ed  (=  d),  or. 

20. 

sn,  ip,  ap. 

36. 

th  (voiceless). 

ong. 

22. 

d,  on,  ond,  end,  und, 

dr. 

37. 

ank,  unk. 

23. 

e,  ee. 

38. 

ai. 

24. 

a. 

2A 

40. 
t2 

c,  k,  ub. 

41.  qu. 

42.  ile,  ike,  ine,  irae. 

43.  oop,  ace. 

44.  ag,  eg,  ig,  og. 

45.  Drill  on  the  short  vowels. 

47.  ou,  ow. 

48.  a,  I,  y,  are. 

49.  Silent  b,  silent  k. 

50.  eigh,  ingle,  erry,  j. 

51.  Review. 

52.  X,  cks. 


53.  V. 

54.  6,  ti,  u,  q,  y,  z. 

55.  s(=  z). 

56.  OSS,  ost. 

57.  ass,  iss,  uss,  ist,  est,  ust. 

58.  g  (silent),  ph  (=  f). 

59.  th  (voiced). 

60.  atch,  otch,  itch,  etch,  utch. 

61.  ove,  ied. 

62.  gu. 

63.  squ. 


PHONIC   ELEMENTS   IN  ALPHABETICAL  ORDER 
AND  THE  LESSONS  IN  WHICH  THEY  OCCUR 

Part   III 


a  (24) 

a  (48) 

ace  (43) 
ack  (5) 
ad  (27) 
ade  (3) 
ag(44) 
ai  (38) 
ain  (17) 
ake  (9) 
ame  (13) 
amp  (27) 
an  (17) 
ance  (29) 
ane  (4) 
ank  (37) 
ap  (20) 
are  (48) 
ark  (13) 
ash  (26) 
ass  (57) 


ast  (18) 

ea  (31) 

atch  (60) 

eck  (18) 

aw  (14) 

ed  (17) 

awl  (14) 

ed  ( =  d) 

ee  (23) 

b  (silent)  (49) 

eep  (9) 

bl  (10) 

eg  (44) 

ble  (11) 

eigh  (50) 

br  (17) 

em  (27) 

emp  (27) 

c(40) 

en  (27) 

ch  (13) 

end  (22) 

cks  (52) 

ep  (27) 

cr  (25) 

er  (34) 

erry  (50) 

d(22) 

ess  (2) 

dr  (22) 

est  (19) 

et  (27) 

e  (final)  (16) 

etch  (60) 

e(23) 

ew     (30) 

6(33) 

(35) 


g(33) 

g  (silent)  (58) 

gr  (33) 

gu(62) 

1(28) 
1(48) 
ice      (30) 
ick  (5) 
id  (27) 
ide  (6) 
ied  (61) 
ig(44) 
ike  (42) 
ile  (42) 
im  (27) 
ime  (42) 
imp  (27) 
ine  (42) 
ing  (17) 
ingle  (50) 


243 


inlf  (28) 

om  (27) 

r(17) 

ump  (11) 

ip  (20) 

omp  (27) 

un  (17) 

ir(33) 

on  (22) 

s(=z)  (55) 

und  (22) 

iss  (57) 

ond  (22) 

sh(9) 

unk  (37) 

ist  (57) 

ong  (36) 

sk  (32) 

ur  (12) 

itch  (60) 

ook  (9) 

si  (32) 

urn  (12) 

oop  (43) 

sn  (20) 

uss  (57) 

i(50) 

op  (5) 

sp  (32) 

ust  (57) 

or  (35) 

squ  (63) 

ut  (27) 

k(40) 

ore  (31) 

St  (5) 

utch  (60) 

k  (silent)  (49) 

ose  (29) 

OSS  (56) 

th  (36) 

v(53) 

ly  (29) 

ost  (56) 

th  (voiced)  (59) 

ot  (13) 

tr  (17) 

w(28) 

n(30) 

otch  (60) 

wh  (10) 

ou  (47) 

u(54) 

5(27) 

ould  (28) 

ii(54) 

X  (52) 

6(54) 

ove  (61) 

ub  (40) 

oa  (34) 

ow  (47) 

uck  (27) 

y(28) 

ock  (27) 

ud  (27) 

y  (final)  (29) 

od  (27) 

ph(=f)  (58) 

uff  (32) 

y(54) 

og  (44) 

ug(3) 

y(48) 

oke  (12) 

q(54) 

urn  (11) 

oil  (8) 

qu  (41) 

umble  (11) 

z(54) 

oily  (8) 

244 


INDEX 


Adjustment,  xxvii. 

Approach,  ways  of;  telling  a  story, 
playing  a  game,  learning  a  rhyme, 
studying  a  picture,  without  special 
preparation,  motivation,  knowl- 
edge, interest,  xx;  curiosity,  "read- 
ing to  learn"  vs.  "learning  to 
read,"    xxi. 

Association,  fivefold,  involved  in  the 
reading  process,  xxiii. 

Bag  drill,  xxxix. 

Balloon  drill,  xxxix. 

Basket  drill,  xxxviii. 

Blackboard  lessons,  preliminary:  the 
result  of  conversation  and  ques- 
tions, unity  of,  xxiv;  relation  to 
the  lesson  in  the  book,  review,  re- 
lation to  preliminary  blackboard 
lesson  and  book  lesson,  41,  etc.; 
devices,  16;  reading  from,  19,  23, 
27,  etc. 

Blend,  whisper  blend,  thought  blend, 
78,  79;  how  it  may  be  made  easy 
and  natural,  89. 

Boxing,  xxxvii. 

Carpenter,  Baker,  and  Scott,  Teach- 
ing of  English,  xlii. 

Catching  fish,  xxxviii. 

Chart  lessons,  4;  rhymes  suited  to, 
14;   devices,  16;   method  in,  17. 


Chubb,  Teaching  of  English,  xlvi. 

Clock  drill,  xxxviii. 

Constructive  work,  xxxv,  Iv. 

Context  reading,  xxix,  108,  110;  hard 
words,  xxx;   162. 

Development,  thought  and  word,  19, 
22,  55,  59,  67,  70,  85,  96. 

Diacritical  marks,  Ixi. 

Dramatizing,  value  and  limits,  xxv; 
31,  45,  66,  80,  209,  236. 

Drill,  not  the  main  dependence  in 
teaching,  xiv;  on  phrasing,  xxvii; 
habit  and  drill,  xxxii;  mere  repe- 
tition, vivacity,  variety,  xxxiii; 
emulation,  imagination,  play, 
formal  drills,  constructive  prob- 
lems, xxxiv;  74;  phrase  drill, 
124,  147.     See  word  drills. 

Ear  training,  xli,  8,  34,  44,  46,  49, 
56,  57,  75. 

Emulation,  xxxiv. 

Enunciation,  distinction  between 
whispered  and  voiced  consonants, 
xlii;  correction  of  errors,  xliii; 
teaching  to  use  the  right  organs, 
xliii;  causes  of  faulty  enunciation. 
See  Speech  Defects. 

Expression,  relation  to  imitation  and 
to  thought,  xxv;    175. 


Formal    phonics,   88,    104,    118,    128, 
145,  151,  153,  166. 


245 


Games,  look  and  do,  matching  words, 

9,  26;   blind  man,  24. 
Grouping,  word  families,  xlviii. 
Group  system,  Ixxii. 

Hard  words,  xxx. 

Hughes,    Teaching   to   Read,    xi,    84, 

172,  182. 
Imagination,  xxxiv;   87,  181. 
Incidental  reading,  xxii. 
Independent     reading,     relation     of 

phonics  to,  xvi. 
Informal  phonics,  76. 
Interest,  xv,  xx,  xxxvii. 

Jones,    Teaching   Children   to   Study, 

bcxiii. 
Labeling,    directions    for,    value    of, 

xxi;  8,  25,  etc. 
Ladder  drill,  xxxvii. 
Laing,      Reading,      a     Manual     for 

Teachers,  Ixii. 
Landon,  The  Principles  and  Practice  of 

Teaching  and  Class  Management,  79. 

Matching,  10. 

Memory,  lix. 

Method,  supreme  test  of,  xvii. 

Methods  of  teaching,  should  not  be 
one-sided,  xii;  should  cover  both 
thought  and  form,  xiv;  should  be 
supplementary,  xiv;  should  be 
organized,  xvii;  should  fully  exer- 
cise self-activity,  xviii. 

Methods  of  teaching  to  read,  drill 
method,  xiv;  jingle  method,  xiv; 
phonic  method,  xvi;  sight  word 
method,  xv;  thought  method,  xv; 
problem  method,  xviii. 

Motivation,  U. 

Oral  reading,  and  silent  reading; 
xxiii,  xxxvi;  expression,  xxiv; 
phrasing,  xxvi;  excessive,  xxxvi. 


Organization  of  reading  matter,  sen- 
tences, lessons,  stories;  form  vs. 
fitness,  "sentence  hash,"  xxvii. 

Originality  and  imitation,  vi. 

Phonic  elements  in  alphabetical  order 
and  the  lessons  in  which  they 
occur,  244. 

Phonic  elements  in  the  order  of  their 
development,  243. 

Phonics.  Phonic  method,  value, 
limits,  xvi;  as  master-key,  xvii; 
distinctive  features  of  system  used 
in  this  book;  gradual  approach, 
rational  attack,  concurrent  use  of 
analysis  and  synthesis,  habit 
formation  a  controlling  factor, 
xl;  ear  training,  xh;  enunciation, 
xlii;  breaking  habits  of  faulty 
enunciation,  xliii;  causes  of  faulty 
enunciation  —  physical  malforma- 
tion, lack  of  control,  failure  to 
hear  distinctly,  imitation  of  poor 
models,  xliv;  retarding  forces  of 
environment,  xiv;  teacher's  study 
of  phonics,  xlvii;  table  of  consonant 
elements,  xlviii;  grouping,  xlviii; 
words  in  words,  xlix;  informal 
phonics,  xlix;  word  problems,  word 
building,  1;  blending,  h;  formal 
phonics.  Hi;  stories,  tongue  gym- 
nastics, breaking  up  words,  word 
groups,  word  families,  hii;  phonic 
series,  liv;  habit  of  attack,  Iv; 
objections  answered,  Ivi;  English 
not  so  unphonetic  after  all,  Ivii; 
adult-made  difficulties,  Iviii; 
psychological  argument,  lix;  dia- 
critical marks,  Ixi;  spelhng,  Ixii; 
phonogram  cards,  Ixiii;  181,  200; 
See  Formal  Phonics. 

Phrasing,    importance,    ways    of   se- 


246 


curing,  relation  to  questioning  and 
to  silent  reading,  xxvi. 

Picture  study,  19,  22,  55,  59. 

Play,  xxxiv. 

Preparation,  184,  190. 

Problem  method:  problems  in  recog- 
nition and  in  construction,  xix; 
XXXV ;  word  problems,  1;  finding 
whole  lines,  6;  finding  phrases,  7; 
word  hunting,  10;  laying  sentences, 
12. 

Questions  for  silent  reading,  xxxvi; 
for  phrasing,  xxvii. 

Reading  by  position,  value,  dangers, 
xxiii;   5. 

Reading  lesson,  209. 

Results  in  English  teaching,  unsatis- 
factory, xii. 

Rhyme  study,  32,  37,  188. 

Search,  P.  W.,  An  Ideal  School,  Ixxiii. 

Seat  work,  laying  sentences,  etc.,  12, 
33,  35,  90,  120,  172. 

Salmon,  The  Art  of  Teaching,  21. 

Self-activity  of  the  teacher,  chil- 
dren, v;  fundamental  in  teach- 
ing, xviii;  applied  in  the  problem 
method,  xviii. 

Script,  21. 

Shearer,  The  Grading  of  Schools,  Ixxiii. 

Silent  reading,  how  it  simplifies  the 
problem,  xxiii;  typical  form  of, 
xxiv;  relation  to  phrasing,  drills 
and  devices,  xxxv;    and  doing,  24. 

Simplification,  through  elimination 
in  turn  of  thought  recognition, 
word  recognition,  thought  expres- 
sion, xxiii. 

Songs,  how  to  teach,  6. 


Speech    defects,    correction    of:     Aw 

isaw'r),    179;     B,    153;      C,    29; 

Ch,  178;    D,  190;    F,  88;    G,  21; 

H,    145;    K,    215;    L,    128;    Ng 

(stronger),  219;    Ng  (singing),  231; 

0,  220;  Ow,  224;  P,  151;  Qu,  216; 

R,  31;   5  and  Sh,  39;    Th,  54,  211; 

W,  199;   Wh,  52.     See  Phonics. 
Spelling,  Ixii. 
Story  telling,  for  silent  reading,  xxxvi; 

for  approach,  xx;    55,  59,  70,  99, 

204,  236. 
Stepping  stones  drill,  xxxviii. 
Steps  drill,  xxxviii. 
Substitutions,  see  Speech  defects. 
Supplementary  reading,  Ixiv;    books 

for,  Ixx. 
Suzzallo,     Teacher's    College    Record, 

xii. 
Sweet,  Primer  of  Phonetics,  xlvii. 

Taking  the  fort,  xxxviii. 

Thought  and  memory,  Ix. 

Thought:  "Let  thought  lead;"  rela- 
tion to  memory,  context  reading, 
xxix;  hard  words,  xxx;  relation 
to  habit,  xxxii. 

Tongue  gymnastics,  liii. 

Variety  in  drill,  xxxiii;  devices  for, 
xxxvii. 

Vivacity  in  drill,  xxxiii. 

Waste,    through   needless   resort    to 

pure  drill,  xxxv. 
Webster,     International     Dictionary, 

guide  to  pronunciation,  xlvii. 
Word   building,   bdii;   98,    105,   121, 

122,  etc. 
Word  Cards,  xxxvii,  xxxix. 
Word  matching,  10. 
Word  problems,  76,  83. 
Word  study,  37,  92. 


247 


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